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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6 citations
TL;DR: This paper analyzed the effect of domestic and global institutions, specifically democracy, global economic integration, and the receipt of foreign aid on the expansion of educational attainment for 128 countries from 1960 to 2010.
Abstract: This study provides a multidisciplinary approach to understanding the challenge of achieving international educational goals by examining the political, economic, and cultural forces working to expand education globally. I analyze the effect of domestic and global institutions, specifically democracy, global economic integration, and receipt of foreign aid on the expansion of educational attainment for 128 countries from 1960 to 2010. I use random coefficient growth models to find that past levels of education attainment, country wealth, and a growing rural population have significant within-country effects on education attainment expansion. Democratic institutions, integration in the world economy, and country wealth have positive between-country effects on attainment, while population growth and larger rural populations have negative effects. Foreign aid does not have any significant effect on education attainment in developing countries. By synthesizing theoretical frameworks across disciplines, this s...
5 citations
"Socioeconomic Status and Academic O..." refers background in this paper
...Country wealth, economic integration, the level of urbanization, democratization, and the amount and flow of foreign aid are all critical determinants of basic educational attainment (Ansell, 2008; Baum & Lake 2003; Miller, 2016)....
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TL;DR: The authors examined associations that socioeconomic status (SES) and the home literacy environment (HLE) have with reading achievement in the developing world and found significant between-country variation in the best proxies for SES and HLE.
5 citations
"Socioeconomic Status and Academic O..." refers background or result in this paper
...This might be due to the inaccuracies of students reporting on their parents’ SES, which creates a more restricted range with less variation and, less predictive of achievement (Hannum et al., 2017). These results (restriction and source of report) corroborate Sirin’s (2005) findings on U....
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...This has been accompanied by a growing number of empirical studies seeking to assess the role of family background and school factors on educational attainment and achievement in a wide range of developing countries (i.e., Abuya et al., 2016; Aturupane, Glewwe, & Wisniewski, 2013; Edet & Ekegre, 2010; Filmer & Pritchett 1999; Friedlander, 2013; Hannum, 2003; McCoy, Zuilkowski, & Fink, 2015; Patrinos & Psacharopoulos, 1996; Pufall et al., 2016; Sathar & Lloyd, 1994; Stash & Hannum, 2001; Zhang, 2006)....
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...On the other hand, the usage of aggregate indices such as school-level or neighborhood SES in the developing world has been questioned as they might not always be culturally relevant (Friedlander, 2013; Hannum et al., 2017)....
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...…a wide range of developing countries (i.e., Abuya et al., 2016; Aturupane, Glewwe, & Wisniewski, 2013; Edet & Ekegre, 2010; Filmer & Pritchett 1999; Friedlander, 2013; Hannum, 2003; McCoy, Zuilkowski, & Fink, 2015; Patrinos & Psacharopoulos, 1996; Pufall et al., 2016; Sathar & Lloyd, 1994; Stash &…...
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...This might be due to the inaccuracies of students reporting on their parents’ SES, which creates a more restricted range with less variation and, less predictive of achievement (Hannum et al., 2017). These results (restriction and source of report) corroborate Sirin’s (2005) findings on U.S. samples. Grade-level moderator analyses equally corroborated Sirin’s (2005) study, as the strength of the relation between SES and achievement increased as students got older....
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TL;DR: In this paper, the authors investigated access to internet and socio-economic background as correlates of students' achievement in agricultural science among selected Senior Secondary Schools Two Students in Ogbomoso South and North Local Government Areas.
Abstract: This study investigated access to internet and socio-economic background as correlates of students’ achievement in Agricultural Science among selected Senior Secondary Schools Two Students in Ogbomoso South and North Local Government Areas. The study adopted multi-stage sampling technique. Simple random sampling was used to select thirty (30) students from each of the selected school in the two local governments. Stratified random sampling technique was used to select a sample of 300 students from various strata (school) chosen in the two local governments. Five research questions were answered. Descriptive Statistics, Pearson Moment Correlation and Multiple regressions were used to analyse the data gathered. The study observed that, 67.7% of the students have access to the internet (two-third of the sample). A positive but not significant relationship exists between access to internet and students’ achievement in Agricultural Science (r = 0.110 and p>0.05). There is a positive and significant relationship between socio-economic background and students’ achievement in Agricultural Science (r = 0.515** and p 0.05). Access to internet and socio - economic background are jointly related to students’ achievement in Agricultural Science. F (3,296) = 37.082, p<0.05, R value of .523a, R ² of 2.73 and adjusted R square of .266.
4 citations
TL;DR: In this article, a systematic review of impact studies of these school enrollment interventions is presented, where the authors identify reports through electronic searches of bibliographic databases and other methods and identify the studies that assessed impact on primary or secondary school enrollment outcomes.
Abstract: Due to evidence linking education and development, funding has been invested in interventions relevant to getting youth into school and keeping them there. This article reports on a systematic review of impact studies of these school enrollment interventions. Reports were identified through electronic searches of bibliographic databases and other methods. To be eligible, studies (1) assessed impact on primary or secondary school enrollment outcomes; (2) used a rigorous design; (3) were conducted in a low- or middle-income nation; (4) included at least one quantifiable measure of enrollment or related outcomes; (5) were available before December 2009; and (6) included data on participants post-1990. A coding instrument extracted data on study characteristics from each report. Standardized mean difference effect sizes were computed for the first effect reported. The sample includes 73 evaluations. The average effect size was positive across all outcomes. However, the results varied. Studies that focused on ...
3 citations
"Socioeconomic Status and Academic O..." refers background or methods in this paper
...None of the studies explicitly compared the effects of educational interventions on attainment versus achievement, except for Petrosino et al. (2015), who reported that while no associations were found for standardized assessment, the average ESs for language and math test scores were large and/or…...
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...The only two meta-analyses that examined achievement outcomes in program effectiveness studies are McEwan (2015) and Petrosino et al. (2015), who explored test scores, grades, and achievement measures as “ancillary effects” beyond the main effects of educational attainment....
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...This is also the category adopted in previous meta-analyses on developing countries such as Petrosino et al (2015)....
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