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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Book•
07 May 2009
TL;DR: The Fourth Edition concludes that Threats to the Validity of Research Synthesis Conclusions are real and pose a serious threat to the validity of research synthesis.
Abstract: Preface to the Fourth Edition Acknowledgments About the Author Chapter 1 Introduction Chapter 2 Step 1: Formulating the Problem Chapter 3 Step 2: Searching the Literature Chapter 4 Step 3: Gathering Information From Studies Chapter 5 Step 4: Evaluating the Quality of Studies Chapter 6 Step 5: Analyzing and Integrating the Outcomes of Studies Chapter 7 Step 6: Interpreting the Evidence Chapter 8 Step 7: Presenting the Results Chapter 9 Conclusion: Threats to the Validity of Research Synthesis Conclusions References Author Index Subject Index
1,019 citations
"Socioeconomic Status and Academic O..." refers methods in this paper
...A shifting unit of analysis was used for the moderator analyses such that the unit of analysis was not limited to the study level (Cooper, 2010)....
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...In order to better understand how study quality might affect the results, we created a quality rating on an 8-point scale to assess the quality of the studies capturing various aspects of quality discussed by Cooper (2010)....
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...…using codes identified in previous metaanalytic studies of SES and achievement in the United States (e.g., Harwell et al., 2017; Sirin, 2005), while also including new codes emerging from the readings more specific to our study mostly related to country characteristics, as Cooper (2010) suggested....
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...Rosenthal (1991) and Cooper (2010) strongly recommend this method of independent double-coding by different coders and resolving discrepancies involving a third coder to ensure high reliability....
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...The coding sheet included key variables outlined in Cooper (2010): Report characteristics, study settings, participant and sample characteristics, SES and outcome measures, research design, and ES measures (Table 2)....
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TL;DR: In this paper, the authors used household survey data from the Demographic and Health Surveys (DHS) from 44 surveys (in 35 countries) to document different patterns in the enrollment and attainment of children from rich and poor households.
Abstract: The authors use household survey data from the Demographic and Health Surveys (DHS) from 44 surveys (in 35 countries) to document different patterns in the enrollment and attainment of children from rich and poor households. They overcome the lack of income or expenditure data in the DHS by constructing a proxy for long-run wealth of the household from the asset information in the surveys, using the statistical technique of principal components. There are three major findings. First, the enrollment profiles of the poor differ across countries but fall into distinctive regional patterns: in some regions the poor reach nearly universal enrollment in first grade, but then drop out in large numbers leading to low attainment (typical of South America), while in other regions the poor never enroll in school (typical of South Asia and Western/Central Africa). Second, there are enormous differences across countries in the “wealth gap,” the difference in enrollment and educational attainment of the rich and poor. While in some countries the difference in the median years of school completed of the rich and poor is only a year or two, in other countries the wealth gap in attainment is 9 or 10 years. Third, the attainment profiles can be used as diagnostic tools to suggest issues in the educational system, such as the extent to which low attainment is attributable to physical unavailability of schools.
870 citations
"Socioeconomic Status and Academic O..." refers methods in this paper
...Filmer and Pritchett (1999) used the Demographic and Health Surveys in over 50 developing countries and found significant differences in educational attainment (years of education) between wealthier and poorer children across 35 countries in Africa, the Middle East, South Asia, and East Asia....
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...…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;…...
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TL;DR: Diverse influences on pupil achievement in Africa, Asia, Latin America, and the Middle East is explored to conclude that the predominant influence on student learning is the quality of the schools and teachers to which children are exposed.
Abstract: Most previous research on effects of schooling has concluded that the effect of school or teacher quality on academic achievement is less than that of family background or other characteristics of students that predate entry into school. However, the evidence for that generalization is derived mainly from a few of the world's school systems. This paper explores diverse influences on pupil achievement in Africa, Asia, Latin America, and the Middle East. Children who attend primary school in countries with low per capita incomes have learned substantially less after similar amounts of time in school than have pupils in high income countries. At the same time, the lower the income of the country, the weaker the influence of pupils' social status on achievement. Conversely, in low income countries, the effect of school and teacher quality on academic achievement in primary school is comparatively greater. From these data it is possible to conclude that the predominant influence on student learning is the quality of the schools and teachers to which children are exposed.
821 citations
"Socioeconomic Status and Academic O..." refers background or methods or result in this paper
...…be more the case in wealthier nations with more income to invest in public education, but in poorer countries, variation in school quality reaches further below these threshold levels, creating the conditions for the Heyneman-Loxley effect (see Heyneman & Loxley, 1983; see also Baker et al., 2003)....
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...In subsequent research, using 1970s data from countries with a range of Socioeconomic Status in Developing Countries national average incomes, Heyneman and Loxley (1983) observed similar patterns in other developing countries, and found that the portion of the variance in achievement attributable…...
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...No systematic studies by region has been conducted, but in general, studies related to the Heyneman-Loxley effect suggest that the SESachievement relation is likely to be stronger in countries with higher GDP (Baker et al., 2003; Heyneman & Loxley, 1983)....
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...Although Heyneman and Loxley (1983) and Baker et al. (2003) have been widely cited as key studies advancing the field, they have been criticized for providing weak empirical evidence....
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...As pointed earlier, mass education expansion is central in explaining the Heyneman-Loxley effect (Heyneman & Loxley, 1983)....
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01 Jan 2003
TL;DR: Bornstein et al. as mentioned in this paper proposed the Hollingshead four-factor index of social status and the Socioeconomic Index of Occupations to measure social status in children's development and family environment.
Abstract: Contents: M.H. Bornstein, Series Foreword. Socioeconomic Status, Parenting, and Child Development: An Introduction. Part I:SES: Measurement and Ecology. M.E. Ensminger, K. Fothergill, A Decade of Measuring SES: What It Tells Us and Where We Go From Here. M.H. Bornstein, C-S. Hahn, J.T.D. Suwalsky, O.M. Haynes, Socioeconomic Status, Parenting, and Child Development: The Hollingshead Four-Factor Index of Social Status and the Socioeconomic Index of Occupations. G.J. Duncan, K.A. Magnuson, Off With Hollingshead: Socioeconomic Resources, Parenting, and Child Development. A.J. Fuligni, H. Yoshikawa, Socioeconomic Resources, Parenting, Poverty, and Child Development Among Immigrant Families. L.W. Hoffman, Methodological Issues in Studies of SES, Parenting, and Child Development. Part II:SES: Parenting and Child Development. E. Hoff, Causes and Consequences of SES-Related Differences in Parent-to-Child Speech. R.H. Bradley, R.F. Corwyn, Age and Ethnic Variations in Family Process Mediators of SES. A.W. Gottfried, A.E. Gottfried, K. Bathurst, D.W. Guerin, M.M. Parramore, Socioeconomic Status in Children's Development and Family Environment: Infancy Through Adolescence. T. Leventhal, J. Brooks-Dunn, Moving on Up: Neighborhood Effects on Children and Families. R.M. Lerner, What Are SES Effects Effects of?: A Developmental Systems Perspective.
725 citations
"Socioeconomic Status and Academic O..." refers background in this paper
...Other indicators of SES include assets, wealth, home resources, reduced price program, number of books, and education-related investment decisions (see Bornstein & Bradley, 2003)....
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TL;DR: This paper examined the long-term educational consequences of summer learning differences by family socioeconomic level using data from the Baltimore Beginning School Study youth panel, and decompose achievement scores at the start of high school into their developmental precursors, back to the time of school entry in 1st grade.
Abstract: Prior research has demonstrated that summer learning rooted in family and community influences widens the achievement gap across social lines, while schooling offsets those family and community influences. In this article, we examine the long-term educational consequences of summer learning differences by family socioeconomic level. Using data from the Baltimore Beginning School Study youth panel, we decompose achievement scores at the start of high school into their developmental precursors, back to the time of school entry in 1st grade. We find that cumulative achievement gains over the first nine years of children’s schooling mainly reflect school-year learning, whereas the high SES–low SES achievement gap at 9th grade mainly traces to differential summer learning over the elementary years. These early out-of-school summer learning differences, in turn, substantially account for achievement-related differences by family SES in high school track placements (college preparatory or not), high school noncompletion, and four-year college attendance. We discuss implications for understanding the bases of educational stratification, as well as educational policy and practice.
674 citations
"Socioeconomic Status and Academic O..." refers result in this paper
...This corroborates the hypothesis that schooling contributes to increasing achievement gaps (i.e., Alexander et al., 2007)....
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