Socioeconomic Status and Academic Outcomes in Developing Countries: A Meta-Analysis:
25 Sep 2019-Review of Educational Research (SAGE PublicationsSage CA: Los Angeles, CA)-Vol. 89, Iss: 6, pp 875-916
TL;DR: Despite the multiple meta-analyses documenting the association between socioeconomic status (SES) and achievement, none have examined this question outside of English-speaking industrialized countr....
Abstract: Despite the multiple meta-analyses documenting the association between socioeconomic status (SES) and achievement, none have examined this question outside of English-speaking industrialized countr...
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01 Oct 2010
TL;DR: MacLeod, Jay as mentioned in this paper conducted participant observation of two groups of male youth, the Hallway Hangers and the Brothers, living in a housing project called Clarendon Heights, but the two groups differed in important respects: the Hallways Hangers are predominantly white youth who, at that point in their young lives, openly resisted the American achievement ideology advanced by schools.
Abstract: MacLeod, Jay. 2009 (3rd ed). Ain't No Makin' It: Aspirations and Attainment in a Low-Income Neighborhood. Boulder. CO: Westview Press In Ain't No Making' It: Aspirations and Attainment in a Low-Income Neighborhood (1987) Jay MacLeod expertly shows education's role in the process of social reproduction, or how class inequality passes from one generation to the next. On the jacket cover of the third edition, preeminent sociologists-like William J. Wilson-comment enthusiastically about the updates on subjects' socio-economic status 20+ years after the initial study. They underscore the "classic" status of ANMI in scholarship on structural inequality and social reproduction. For readers unfamiliar with the book, I briefly describe the author's initial study and the contributions from data collected for the second edition. Following this, I discuss the added longitudinal data obtained for the third edition, its important new insights, and the usefulness of this book for courses in several core areas of sociology. In 1982 Jay MacLeod conducted participant observation of two groups of male youth, the Hallway Hangers and the Brothers. Both lived in a housing project called Clarendon Heights, but the two groups differed in important respects. The Hallways Hangers are predominantly white youth who, at that point in their young lives, openly resisted the American achievement ideology advanced by schools. They were dropouts and underachievers, saw few opportunities for themselves in the economy and other structures of society, and subsequently had no aspirations for a better life. In contrast the Brothers, predominantly black youth, demonstrated their belief in America as a land of opportunity by adopting its cultural norms, institutional rules, and by applying themselves in school (albeit with mixed results). They had strong faith that education would give them the needed human capital to succeed in middle-class jobs. When asked about racism, most believed that collective discrimination was a thing of the past. Any future challenges they faced from prejudicial people could be overcome with focus, hard work, and commitment. By dismissing racism and classism, both groups failed to recognize any structural basis for inequality. MacLeod also shows how the process of social reproduction works in practice. Social structure, he explains, becomes embedded in the "habitus" (Bourdieu) of the lower classes and shapes the aspirations of the Hallway Hangers and Brothers. Habitus refers to "subjects' dispositions, which reflect a class-based experience and a corresponding social grammar of taste, knowledge, and behavior." Using habitus as a theoretical framework, MacLeod stresses, helps to transcend the dualism that characterizes scholarship on social reproduction. It is not solely one-structure-or the other-agency. Both are responsible for class inequality and its reproduction. (Although MacLeod does concede that structure is primary.) The second edition is based on data collected on the men's lives nine years later, and the comparative racial dimension of this study yields another important insight into the process of social reproduction. The majority of Hallway Hangers and Brothers have jobs in the secondary labor market, with low wages, skill requirements, and irregular work. …
434 citations
TL;DR: Cooper's revised and expanded fourth edition of Research Synthesis and MetaAnalysis: A Step-by-Step Approach (2010) provides these needed guidelines with special attention given to the threats to validity at all steps of the research synthesis process.
Abstract: The need for research synthesis grows along with the volume of contemporary published scholarship. Reporting such synthesis warrants rigorous guidelines for preparing these important, information-rich documents that make statements concerning the state of knowledge about a topic, gaps in knowledge, or the aggregation or integration of primary research. Cooper’s revised and expanded fourth edition of Research Synthesis and MetaAnalysis: A Step-by-Step Approach (2010) provides these needed guidelines with special attention given to the threats to validity at all steps of the research synthesis process.
117 citations
TL;DR: The Long Shadow: Family Background, Disadvantaged Urban Youth, and the Transition to Adulthood as mentioned in this paper examines the long-term outcomes of the Beginning School Study Youth Panel (BSSYP), a representative sample of Baltimore public school first-graders selected in the fall of 1982 and followed through 2006.
Abstract: Baltimore entered the national spotlight in April 2015 with the death of Freddie Gray and the ensuing citywide protests. While The Long Shadow: Family Background, Disadvantaged Urban Youth, and the Transition to Adulthood does not deal specifically with issues of police brutality, its focus on the urban disadvantaged in Baltimore feels particularly important given these recent events. This book is the culmination of over two decades of research by some of sociology’s most respected scholars. Utilizing a life course developmental perspective, the authors examine the long-term outcomes of the Beginning School Study Youth Panel (BSSYP), a representative sample of Baltimore public school first-graders selected in the fall of 1982 and followed through 2006. A particular strength of the sample is the oversampling of poor whites. The existence and inclusion of poor and lower SES whites allows the researchers to examine racial differences within, and not simply across, socioeconomicstrata,a strategy that is often missing from studies of urban poverty. While the BSSYP study followed the children through high school, the authors fielded additional surveys after high school when the sample averaged age 22 (the Young Adult Survey, YAS) and 28 (the Mature Adult Survey, MAS). Sprinkled throughout the text are also short qualitative quotes used to illustrate some statistical points. The first chapter of the book introduces the reader to Baltimore, discusses the challenges facing the urban poor, and describes the study’s sampling and methods. The second chapter provides a relatively brief synopsis of Baltimore’s movement from ‘‘industrial boom’’ to ‘‘industrial bust.’’ While this narrative will be familiar to those with knowledge of the deindustrialization of Northeastern and Midwestern cities through the twentieth century, the authors do a particularly nice job of reminding readers that while these events might now seem to be in the distant past, they were crucial events in the life course of their sample’s parents. Chapters Three and Four focus on the early life of the BSSYP, paying specific attention to how family (Chapter 3) and neighborhood and school (Chapter 4) influence young people. Given that the research looks at these young people and their families in the early 1980s, much of what is discussed in these chapters should be familiar to readers. In Chapter Five, the authors move beyond the BSSYP and examine their sample’s transition into adulthood. The authors analyze four demographic markers: gaining employment, marrying (or partnering), moving out of the parental home, and becoming parents. They then identify the most common patterns of completion (or lack thereof) of these markers and the family background most often attached to these patterns. Those still reading this review carefully will notice educational completion is not included in the patterns discussed above. This is unique, as education has generally been treated as one of the ‘‘traditional’’ markers of the transition to adulthood by scholars. The authors argue that while the other transitions are clear-cut (that is, one clearly becomes a parent or does not), education does not have as finite an end and therefore is not included in these analyses. Instead, levels of education and employment (occupational status and earnings) are the socioeconomic destinations of the sample the authors focus on in Chapters Six through Eight. The authors find that baccalaureate completion by age 28 is particularly difficult for those from the lowest socioeconomic strata in the sample. There are also differences in employment by race and gender, a topic examined
54 citations
TL;DR: The findings suggest that there is a pathway from family SES to children's academic achievement through parental academic involvement and that this pathway is dependent on the level of parental subjective social mobility.
Abstract: Background Low family socio-economic status (SES) is usually associated with children's poor academic achievement, but the mechanisms underlying this relationship are less understood. Aims The present study examined the mediating role of parental academic involvement and the moderating role of parental subjective social mobility in this relationship with cross-sectional data. Sample and methods A total of 815 fourth- to sixth-grade children were recruited from five elementary schools in China. Family SES (measured by parents' education, parents' occupation and family income) and parental subjective social mobility were obtained directly from parents, parental academic involvement was reported by children, and information on children's academic achievement was collected from their teachers. Results The results showed that (1) both family SES and parental academic involvement were positively correlated with children's Chinese and math achievement, (2) parental academic involvement mediated the relationships between family SES and children's Chinese and math achievement, and (3) parental subjective social mobility moderated the path from family SES to parental academic involvement. The models of children's Chinese and math achievement showed that the association between family SES and parental academic involvement was weak among children's parents who reported high levels of subjective social mobility. Conclusions These findings suggest that there is a pathway from family SES to children's academic achievement through parental academic involvement and that this pathway is dependent on the level of parental subjective social mobility.
35 citations
References
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TL;DR: In this paper, a theoretical and empirical analysis of child labor, schooling, and idleness (neither work nor school), with particular emphasis on the roles of child ability and household wealth in determining these decisions, is presented.
Abstract: This paper offers a theoretical and empirical analysis of child labor, schooling, and idleness (neither work nor school), with particular emphasis on the roles of child ability and household wealth in determining these decisions. We show theoretically that “idleness” may be chosen optimally by low‐income households whose child is of low ability. Using a rich data set from the Philippines, we find that while other factors—including mother’s labor supply, the presence of a family business, and access to good school quality—contribute to these decisions, child ability and household wealth are the most important determinants of child idleness and the use of child labor. An implication of our findings is that any policy aiming to reduce child labor and increase child schooling should also target improvements in child ability and cognitive development through investments in the nutrition and health of poor children.
84 citations
Book•
01 Jan 2014
81 citations
"Socioeconomic Status and Academic O..." refers background in this paper
...in education systems, which are important goals for nations to achieve (Marks et al., 2006; Schleicher, 2014)....
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...876 in education systems, which are important goals for nations to achieve (Marks et al., 2006; Schleicher, 2014)....
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Book•
01 Feb 2015
TL;DR: For instance, van Zanten et al. as discussed by the authors studied the changing dynamics and meaning of privilege and power in elite education and highlighted the role of tradition and school social networks in the production and reproduction of privilege.
Abstract: Introduction Educating Elites: The Changing Dynamics and Meanings of Privilege and Power Agnes van Zanten Part 1 Class and Family Educational Strategies 1. Elites: Some Questions for a New Research Agenda Claire Maxwell 2. A Family Affair: Reproducing Elite Positions and Preserving the Ideals of Meritocratic Competition and Youth Autonomy Agnes van Zanten 3. Elite Families and Schools in Buenos Aires: The Role of Tradition and School Social Networks in the Production and Reproduction of Privilege Victoria Gessaghi and Alicia Mendez Part 2 Elite Institutions in National and Local Contexts 4. Changes in Elite Education in the United States Shamus Rahman Khan 5. The Changing Strategies of Social Closure in Elite Education in Brazil Ana Maria F. Almeida 6. Germany's Hesitant Approach to Elite Education. Stratification Processes in German Secondary and Higher Education Ulrike Deppe, Werner Helsper, Reinhard Kreckel, Heinz-Hermann Kruger and Manfred Stock 7. The Boundaries of Privilege: Elite English schools' Geographies and Depictions of a Local Community Rachel Brooks and Johanna Waters Part 3 The Impact of Globalization on Institutional and Student Identities 8. Globalisation and Elite Universities in China Tien-Hui Chiang, FanHua Meng, Fugui Ye and Luo Yan, Tsinghua University 9. The Discourse of 'Asia Rising' in an Elite Indian School Fazal Rizvi 10. National and International Students' Definition of Merit in French Grandes Ecoles Brigitte Darchy-Koechlin, Hugues Draelants and Elise Tenret 11. Globalizing Femininity in Elite Schools for Girls: Some Paradoxical Failures of Success Jane Kenway, Diana Langmead and Debbie Epstein Part 4 Elite Institutions, Elite positions and Elite Jobs 12. Elite Universities, Elite Schooling and Reproduction in Britain Paul Wakeling and Mike Savage 13. Paths to the Elite in France and in the United States Jules Naudet 14. Contextually-Bound Authoritative Knowledge: A Comparative Study of British, French and Norwegian Administrative Elites' Merit and Skills Marte Mangset 15. Higher Education, Corporate Talent and the Stratification of Knowledge Work in the Global Labour Market Phillip Brown, Hugh Lauder and Johnny Sung Conclusion Elites, Education and Identity. An Emerging Research Agenda Stephen Ball
80 citations
"Socioeconomic Status and Academic O..." refers background in this paper
...Van Zanten, A. (2009)....
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...The social reproduction theory explores the subtle ways in which parents manage to reproduce social inequalities through schooling, resulting in equal or even strengthening inequalities (Alexander, Entwisle, & Olson, 2014; Chiu, 2007; Van Zanten, Ball, & Darchy-Koechlin, 2015)....
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...Van Zanten, A., Ball, S. J., & Darchy-Koechlin, B. (2015)....
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...High-SES families are seen as increasingly subtle in their deployment of resources to secure their children an advantage to maintain their social status, such as through hiring admissions, tutoring, and so on (Van Zanten, 2009; Van Zanten et al., 2015)....
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TL;DR: This paper used unusually rich data from Sri Lanka to investigate the determinants of academic performance, as measured by achievement tests, of grade 4 students, and provided recommendations for education policies in Sri Lanka.
Abstract: One of the eight Millennium Development Goals (MDGs) is that all children in developing countries should complete primary education. Much progress has been made toward this goal, but completing primary school does not ensure that students attain basic literacy and numeracy skills. Indeed, there is ample evidence that many children in developing countries are not learning these basic skills. This raises the question: What can schools and communities do to increase the learning that takes place in schools? Sri Lanka exemplifies these issues. It has achieved universal primary completion, but many Sri Lankan primary school students perform poorly on academic tests. This paper uses unusually rich data from Sri Lanka to investigate the determinants of academic performance, as measured by achievement tests, of grade 4 students. At the child and household level, educated parents, better nutrition, high daily attendance, enrollment in private tutoring classes, exercise books, electric lighting and children's books at home all appear to increase learning, while hearing problems have a strong negative effect. Among school variables, principals' and teachers' years of experience, collaborating with other schools in a 'school family', and meetings between parents and teachers all appear to have positive impacts on students' scores. Estimates that exclude some of the variables available in the unusually rich data yield different results, which suggest that results based on less complete data are likely to suffer from omitted variable bias. A final section provides recommendations for education policies in Sri Lanka.
80 citations
TL;DR: In this article, the impact of FFE on the achievement test scores of students who did not receive benefits was investigated. But the authors found evidence for a negative impact on non-beneficiary students through peer effects rather than through classroom crowding effects.
74 citations