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1.
Research Findings: As policymakers expand access to preschool, the sociodemographic composition of preschool classrooms will become increasingly important. These efforts may create programs that increase the concentration of children from low-income families or, alternatively, foster the creation of socioeconomically diverse preschool classrooms. What effect the creation of such contexts would have on very young children remains unclear. Using multilevel methods and data on 2,966 children in 704 prekindergarten classrooms, this study explores the relationship between socioeconomic classroom composition and children's social and cognitive development. The results indicate positive associations between the mean socioeconomic status (SES) of the class and children's receptive language, expressive language, and mathematics learning, regardless of children's own sociodemographic backgrounds and the characteristics of their classrooms. However, the analyses indicate no association between the development of social competence and class mean SES. Practice or Policy: The links between classroom SES and language and mathematics development were comparable in size to those associated with instructional quality and even children's own SES. Neither structural nor instructional characteristics of prekindergarten classrooms explained these relationships, suggesting the possibility of direct peer effects. The findings indicate that the composition of children's classrooms should be considered an important aspect of preschool quality. 相似文献
2.
Jenny Chesters 《教育政策杂志》2019,34(3):331-350
ABSTRACTOpportunities for social mobility are generated by education systems designed to alleviate the effects of social origin by providing equality of opportunities and resources. The persistence of the strong association between socioeconomic status (SES) and child’s educational achievement and attainment suggests that social origin continues to play an integral role in the educational outcomes of successive generations of Australians. Sociologists draw on a range of theoretical perspectives to explain this association including Bourdieu’s cultural and social capital theories. Using data collected by the Longitudinal Survey of Australian Youth 2009 (LSAY09) project, I examine the associations between student SES, school SES and two outcome variables: Programme for International Student Assessment (PISA) score and university enrolment. The results indicate that low SES students attending high SES schools perform better on PISA tests than low SES students attending low SES schools. After controlling for PISA score, low SES students were less likely than their high SES peers to enrol at university. Furthermore, students attending low SES schools were less likely than their peers attending high SES schools to enrol at university, net of their individual SES and their PISA scores. 相似文献
3.
Roel Van Steensel 《Journal of Research in Reading》2006,29(4):367-382
This paper deals with the relation between children's home literacy environments (HLE) and their literacy development in the first phase of primary school. On the basis of a broad conceptualisation of the HLE, we identified three home literacy profiles (rich, child‐directed and poor HLE). Firstly, we related these profiles to socio‐cultural factors (more specifically, ethnicity and socio‐economic status [SES]). We found an association between the HLE and ethnicity/SES, indicating that (Dutch) majority children and children from high SES families had, in general, the most stimulating HLEs. On the other hand, we observed considerable variability in HLEs within ethnic minority and low SES groups. Subsequently, we related the HLE profiles to literacy outcomes in kindergarten, first and second grade. We found that, after controlling for relevant background characteristics, the HLE had an effect on children's vocabulary scores in first grade, and their general reading comprehension both in first and second grade. 相似文献
4.
The present study investigated the relationships between socioeconomic status (SES) and word reading in both Chinese (L1) and English (L2), with children's cognitive/linguistic skills considered as mediators and/or moderators. One hundred ninety‐nine Chinese kindergarteners in Hong Kong with diverse SES backgrounds participated in this study. SES explained unique variance in English word reading even after age, phonological processing, vocabulary and working memory were controlled. However, the effect of SES on Chinese word reading became nonsignificant when these control variables were included. Moreover, phonological awareness showed a full mediating effect on the relationship between SES and Chinese word reading. Both phonological awareness and vocabulary were found to partially mediate the association between SES and English word reading. These findings complement our understanding of the relation between SES and reading development in Chinese societies and may have policy or intervention development implications. 相似文献
5.
《Early childhood research quarterly》2005,20(1):13-36
The quality of the home environment is widely recognized as a strong contributor to young children's emergent literacy and social competence and to their subsequent educational success. The present study examined the relationships between family variables (socioeconomic status (SES), social risk factors, and home learning variables) and children's emergent literacy competence and children's social functioning. The sample for this study was obtained by randomly selecting 48 classrooms within three Head Start programs and, then, randomly selecting five girls and five boys from each class. The final sample consisted of 325 families for which information about both child and primary caregiver was obtained from multiple sources (teacher, outside assessor, and primary caregiver). A mediational model was hypothesized and tested using structural equation modeling. The findings are consistent with the hypotheses that family social risk and home learning experiences mediate the association between SES and Head Start children's school readiness in the areas of emergent literacy competence and social functioning. 相似文献
6.
Babs Jacobs 《Educational Research and Evaluation》2018,24(1-2):68-87
This article examines the extent to which parental socioeconomic status (SES) affects the likelihood of a child becoming a top-performing student, offering an international perspective by reporting this relationship in 31 developed countries. The impact of 3 important educational system characteristics (differentiation in terms of early tracking, standardisation, and private schooling) on the relationship between parental SES and top performance was determined. We employed multilevel logistic regression models on data from the Programme for International Student Assessment (PISA) 2015 (N?=?216,980) to reveal that children with low parental SES have a lower probability of becoming a top-performing student than those with high parental SES, although this association differs between countries. The negative relationship between a disadvantaged parental background and top performance was not affected by the educational system characteristics under investigation. 相似文献
7.
Anne Marie Fontaine 《European Journal of Psychology of Education - EJPE》1994,9(3):225-240
This study explores the relationship between achievement motivation at school and child rearing practices. It aims is to discover what aspects of rearing practices differentiate higher and lower motivated pupils and whether these aspects vary with the specificity of life contexts (SES, area of residence) or with the subject gender. Six variables (family life structuring, autonomy, authoritarianism, child acceptance, expectation of success and locus of causality) were assessed through a questionnaire administered to 288 mothers of sixth graders selected from a population of about 4500 pupils. Results show that the more motivated children live in more rigidly structured families than the less motivated. They have less autonomy, with the exception of rural girls from a high SES and urban girls from a low SES who have more autonomy than the less motivated ones. Internal locus of causality is associated with higher motivation in pupils of both sexes from an average SES, in boys from high SES and in girls from a low SES; and with a lower motivation in boys from a low SES and girls from a high SES. No meaningful association was observed between motivation and child acceptance, authoritarianism or success expectation. These results point to the usefulness of research to explore the differential influences of social context and individual gender on the relationship between child rearing practices and pupil’s achievement motivation. 相似文献
8.
Previous studies have shown that both student and school socioeconomic status (SES) are strongly associated with student outcomes,
but less is known about how these relationships may vary for different students, schools and nations. In this study we use
a large international dataset to examine how student SES, school SES and self-efficacy are associated with mathematics performance
among 15-year-old students in Australia. We found that increases in school SES are consistently associated with substantial
increases in achievement in mathematics and this phenomenon holds for all groups, regardless of their individual SES. Furthermore,
our findings show that the association of school SES with maths achievement persists even when subject-specific self-efficacy
is taken into account. However, our findings also suggest modest differences among student groups disaggregated by these factors.
In particular, the association between maths achievement and school SES appears moderately stronger for students with higher
levels of self-efficacy compared with their peers with lower self-efficacy. Furthermore, among students with similar levels
of self-efficacy, the association between maths achievement and school SES tends to be stronger for lower SES students than
for their more privileged peers. From these findings, we highlight the importance of the Australian case for comparable systems
of education, and provide a discussion of policy implications and strategies for mitigating the influence of school socioeconomic
composition on academic achievement more generally. 相似文献
9.
This cross-sectional study aimed to investigate whether social interaction has a mediating influence on the association between socioeconomic status (SES) and health status among elderly community-dwelling Japanese. A self-administered questionnaire was distributed to all of the elderly age 65 years and over in Tama City in Japan in 2001. Overall 8,558 elderly individuals answered the questionnaire, with a response rate of 80.2%. Bivariate correlation analysis and structural equation modeling were used to analyze the data. The results showed that social interaction exerted direct and positive effects on health status (0.51 for men, 0.57 for women); SES not only directly affected health status (0.14 for men, 0.21 for women), but also demonstrated an indirect effect via social interaction (0.13 for men, 0.23 for women), particularly on subjective health (0.82 for elderly men, 0.74 for elderly women). All of the associations were more pronounced among elderly women. In conclusion, social interaction may partly explain SES differences in health status, especially for elderly women. Therefore, the promotion of social contact and participation may contribute to the reduction of health disparities among Japanese community-dwelling elderly individuals age 65–84 years. 相似文献
10.
Private tutoring (PT) is becoming a worldwide phenomenon. In Israel too, about a third of elementary school students participate in PT. Based on sociological and school quality considerations, we examined school characteristics that are associated with PT intensity at school. The data encompassed a random state wide sample of 389 Israeli elementary schools collected by the Ministry of Education in 2012. The results showed that in high school socioeconomic status (SES) schools the percentage of students who participated in PT was higher compared to low SES schools. In high SES, schools with high PT intensity were characterized by high school achievements whereas in low SES, schools were characterized with low school achievements. PT seems to be a factor that increases the social distinction between high and low SES schools. In Israel, PT seems to create distinct ‘school enclaves’ that reproduce social inequality. 相似文献
11.
Economic Hardship and the Development of Five- and Six-Year-Olds: Neighborhood and Regional Perspectives 总被引：2，自引：0，他引：2
The present study examines the association between neighborhood characteristics and the development of 5- and 6-year-olds. We also explore how region might moderate the effects of neighborhoods on children, thus considering both larger (regional) and smaller (community) contexts of families. We find that structural aspects of the neighborhood at the census tract level are associated with child development in the early school-age period. For the sample as a whole, neighborhood factors play a role in both cognitive and socioemotional outcomes, even when family factors are controlled. Yet only modest support for neighborhood influences on child development is evident in our main effects models. It appears that neighborhood influences on child development are underestimated or masked unless the associations are examined separately by two areas of the United States: the Midwest and Northeast versus the South and West. Significant associations between neighborhood variables and children's development are seen in the Northeastern and Midwestern regions, but less so in the Southern and Western regions of the United States. Greater economic and social resources as measured by average neighborhood SES (income, education, occupation) and greater ethnic congruity as measured by more neighbors of the same racial heritage as the child are related to higher cognitive functioning, but only in the Northeast and Midwest. Furthermore, children in these regions show more competent behavioral functioning when the relative presence of adults to children in the neighborhood is higher. In these regions, African-American but not white children show higher levels of behavior problems when community male joblessness rates are higher. We speculate about processes that might underlie these neighborhood and regional effects and point to directions for further research. 相似文献
12.
《Early childhood research quarterly》1994,9(1):87-110
The study examined the interrelationships of multiple levels of the family day care system (family, child care, and children) in order to portray the ecology of family day care in a small midwestern city and surrounding rural areas. Fifty-seven children, their mothers, and caregivers (n = 30) participated. Caregiver characteristics, conditions of caregiving, and quality of care in the family day care homes were assessed. Family background information (SES, education, stress, social support, and childrearing preferences) was obtained. Children's cognitive, language, and social development were assessed using static and process measures of each domain. Results revealed that families did not choose caregivers who resembled themselves with respect to SES, childrearing preferences, and stress, nor did they select child care whose quality varied systematically with their characteristics. Family and child care characteristics appeared to have additive effects on children's development. 相似文献
13.
Robin Ulriksen Åse Sagatun Henrik Daae Zachrisson Trine Waaktaar Arne Ola Lervåg 《Scandinavian Journal of Educational Research》2013,57(3):357-376
Social support and socioeconomic status (SES) have received considerable attention in explaining academic achievement and the achievement gap between students with ethic majority and immigrant background, and between boys and girls. Using a Structural Equation Modeling approach we examine (1) if there exist a gap in school achievements between these groups, (2) whether social support and SES is associated with achievements across these groups, (3) whether social support is associated with achievements after controlling for SES, and (4) whether achievement gaps are explained by group differences in social support and SES. Self-reported cross-sectional survey and register data from 8,574 10th graders in Norway was employed. Although we found group differences in achievements, and direct associations with social support and SES, we found no group differences in these associations. Controlling for SES and other sources of social support, teachers' support remained a significant positive influence on students' school outcomes. 相似文献
14.
Dante D. Dixson Dacher Keltner Frank C. Worrell Zena Mello 《The Journal of educational research》2018,111(4):507-515
Two studies examined whether hope partially mediates the relationship between socioeconomic status (SES) and academic achievement. Guided by recent theoretical formulations about social class and the social cognitive process, in Study 1 a mediational pathway from SES to academic achievement via hope was documented in a diverse sample of adolescents. The mediational pathway was replicated in Study 2 in a minority sample of high school students. In both studies, hope was found to partially mediate the relationship between SES and grade point average. In addition, the unique contribution of hope to academic achievement replicated across the 2 studies, indicating that the additional stressors and challenges associated with being a minority did not affect the mediation. These results have implications for achievement gap interventions. 相似文献
15.
16.
Laura P. McAvinue 《Irish Educational Studies》2013,32(4):475-503
International studies have documented large effects of SES on oral language competence and researchers have suggested that differences in oral language competence at school entry may be one factor contributing to educational disadvantage. The current study made use of data provided by the Growing Up in Ireland survey in order to quantify the association between SES and oral language competence in a nationally representative sample of young Irish children. Specifically, the association between SES (operationalised as income, occupational status and education) and expressive vocabulary was quantified in samples of 3 and 5-year-old children. In order to place the Irish figures within an international context, parallel analyses were performed using data provided through the UK-based Millennium Cohort Study. The results revealed a statistically significant association between SES and vocabulary within the Irish sample, which was linear in nature, small in magnitude and which declined in strength from the 3-year to the 5-year sample. Parallel analyses with the UK data revealed a stronger association and it was concluded that the association between SES and oral language competence may be weaker in the Irish context than that reported internationally. 相似文献
17.
ABSTRACT This study focused on school effectiveness in terms of changes in the distribution of achievement across socio‐economic status (SES) for a cohort of 9700 students as they progressed from grade 1 to grade 3. The achievement/SES link was operationalized as the standardized mean difference in achievement (EFFSIZE) between samples of high and low SES students for 165 schools. EFFSIZE measures in reading and mathematics were analyzed in an hierarchical linear model which allowed an assessment of the impact of 13 school characteristics on initial (grade 1) status and, more importantly, on trends over time. The results indicate that, on the average, low SES students are at an initial disadvantage relative to their high SES peers in both subjects and that the difference widens across the first three grades. True school variance in slopes was found in mathematics but not reading, a result consistent with previous research. The school characteristics, which included six indicators based on the effective schools literature, were found to be ineffective predictors of these growth parameters. 相似文献
18.
Research Findings: Using nationally representative data from the Early Childhood Longitudinal Study–Kindergarten cohort, this study investigates whether socioeconomic status (SES) moderates the association between center-based early childhood education (ECE) and English proficiency at kindergarten entry for 1st- and 2nd-generation Hispanic immigrant children. Results show significant, positive main effects of ECE and SES on English proficiency. However, results also reveal that the association between ECE and English proficiency differs by SES. Among 1st- and 2nd-generation Hispanic children from very low-SES households, the odds of being proficient in English for children who attended ECE is more than double the odds for children who did not attend ECE. In contrast, the association between ECE and English proficiency for higher SES children did not reach significance. Additional analyses reveal similar patterns for income but not maternal education. Practice or Policy: These results highlight the need for ECE programs that target the poorest Hispanic immigrant children. 相似文献
19.
通过分析网络交往与一般交往的关系,阐述了网络交往最大的优势是使信息交流变得快速和便捷,更能体现人的社会交往的信息交流特征,同时分析了网络交往对促进大学生的全面发展的作用。 相似文献
20.
The role of psychological interpretations in the relationship between low socioeconomic status (SES) and physiological responses was tested. One hundred high school students (ages 15–19) watched videos of ambiguous and negative life situations, and were interviewed about their interpretations. Lower SES was associated with greater threat interpretations during ambiguous (but not negative) situations and with greater diastolic blood pressure and heart rate reactivity. Threat interpretations partially mediated relationships between SES and reactivity. General life events (e.g., lack of positive life events), rather than specific life events (e.g., exposure to violence), partially explained the relationship between low SES and threat interpretations. Results suggest that the larger social environment helps explain how adolescents approach new social situations, which in turn has implications for adolescent physical health. 相似文献