The relation between socioeconomic status and academic achievement.

White, Karl R.

doi:10.1037/0033-2909.91.3.461

Cited by 1,227 publications

(953 citation statements)

References 78 publications

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“…Within this target group, there is also an important overrepresentation of boys and concomitant underrepresentation of girls (55.0% vs. 45.0%), which, consistent with national and international research (Canadian Education Statistics Council, 2014;Jacob, 2002;Machin & McNally, 2005), could pose a disadvantage to this group's academic success (Bakhshaei & Henderson, 2016). Furthermore, the families of this group have a strongly disadvantaged socioeconomic profile with a marked overrepresentation in the weakest socioeconomic status category (67.0%), a trend that has been found in other studies to pose a potential disadvantage to school success (Sirin, 2005;White, 1982). These characteristics suggest that the students originating from South Asia in the French sector exhibit a somewhat vulnerable profile in their school performance, compared to that of the entire population of immigrant-origin students, or even to those of 3 rd -plus-generation.…”

Section: Discussionsupporting

confidence: 82%

“…While there may be disagreement regarding the conceptual meaning of SES, there appears to be agreement regarding its tripartite nature comprising the parents' level of education, their occupation, and income (Gottfried, 1985;Hauser, 1994;Mueller & Parcel, 1981). According to this theory, the academic success of immigrant-origin youth can vary according to their family's SES, and students from lower socioeconomic backgrounds are generally less successful than those of higher socioeconomic backgrounds (Sirin, 2005;White, 1982).…”

Section: Factors Influencing Educational Achievement Among Immigrant-mentioning

confidence: 99%

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Language of Instruction and Ethnic Disparities in School Success

Bakhshaei

Georgiou

Andrew

2017

mje

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In Quebec’s French-language secondary schools, youth originating from South Asia have the highest dropout rate among all immigrant-origin students, whereas in the English sector, their coethnic peers have a more positive academic profile than third-plus-generation students. Using quantitative data, this paper aims to understand the difference in school performance between these two groups. Firstly, we examine their performance through three indicators: school delay, graduation, and dropout rates. Secondly, we contrast their profile through nine characteristics. Finally, we discuss the influence of each group’s characteristics on graduation. The results reveal that the difference in performance is largely due to the characteristics of the French-sector students. The English-sector students’ success is not significantly related to having English as mother tongue or as language spoken at home.Au Québec, dans les écoles secondaires de langue française, les jeunes d’origine sud-asiatique ont le taux de décrochage le plus élevé parmi les élèves issus de l’immigration, alors que dans le secteur anglais, leurs compatriotes ont un profil académique plus positif que les élèves de troisième génération et plus. En utilisant des données quantitatives, cet article vise à comprendre la différence de performance scolaire entre ces deux groupes. Tout d’abord, nous examinons la performance à travers trois indicateurs : le retard scolaire, l’obtention du diplôme et le taux de décrochage. Nous comparons ensuite le profil de chaque groupe selon neuf caractéristiques. Enfin, nous discutons de l’influence des caractéristiques de chaque groupe sur l’obtention du diplôme. Selon les résultats, la différence de performance est due en grande partie aux caractéristiques des élèves du secteur français. La réussite des élèves au secteur anglais n’a pas été significativement liée au fait d’avoir l’anglais comme langue maternelle ou comme langue d’usage à la maison

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Section: Discussionsupporting

confidence: 82%

Section: Factors Influencing Educational Achievement Among Immigrant-mentioning

confidence: 99%

Language of Instruction and Ethnic Disparities in School Success

Bakhshaei

Georgiou

Andrew

2017

mje

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“…Yurt dışında sosyo-ekonomik statü ve akademik başarı ilişkisini inceleyerek yapılan meta-analiz çalışmalarda da benzer sonuçlara ulaşılmıştır. Şirin (2005), 1990-2000 arasında 207 araştırma üzerinde yürüttüğü çalışmasında etki büyüklüğü değerini 0.299 bulurken, White (1982White ( ) ise 1918White ( -1975 arasında incelediği 219 çalışma analiz ederek bu değeri 0.343 olarak hesaplamıştır. Öte yandan aile değişkeniyle ilgili faktörlere ilişkin olarak hesaplanan gruplar arası heterojenlik değerinin, kaykare tablo değerinden daha düşük düzeyde olduğu görülmekte olup incelenen çalışmaların bu bağlamda homojen olduğu anlaşılmıştır.…”

Section: Tartişma Ve Sonuçunclassified

Türkiye de Öğrencilerin Akademik Başarısını Etkileyen Faktörler:

Sarier¹

2016

HUJE

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Öz: Bu çalışmanın amacı, Türkiye'de öğrencilerin akademik başarısını etkileyen faktörlerin incelenmesidir. 2000-2015 yılları arasında Türkiye'de gerçekleştirilen 62 çalışma, meta-analiz yöntemi kullanılarak analiz edilmiştir. Araştırmada etki büyüklüğü indeksi olarak korelasyon katsayısı kullanılmıştır. Korelasyon katsayıları rastgele etkiler modeline göre Fisher z yöntemiyle birleştirilmiştir. Bu bağlamda çalışmada, korelasyon dönüşümleri, etki büyüklüğü, anlamlılık ve heterojenlik testleri için "Comprehensive Meta-Analysis" istatistiksel paket programı kullanılmıştır. Araştırma sonucunda, okulla ilgili faktörlerin öğrencilerin akademik başarısına etki büyüklüğü değeri 0.231 olarak bulunmuştur. Öğrenciyle ilgili faktörlerin öğrencilerin akademik başarısına etki büyüklüğü değeri 0.324 olarak bulunmuştur. Aileyle ilgili faktörlerin öğrencilerin akademik başarısına etki büyüklüğü değeri 0.271 olarak bulunmuştur. Bu değerler değişkenler arasında anlamlı bir ilişki olduğunu göstermiştir. Çalışma sonucunda, öğrencilerin akademik başarısını etkileyen en önemli faktörlerin; sosyo-ekonomik durum, öz-yeterlik ve motivasyon olduğu belirlenmiştir.Anahtar Sözcükler: Öğrenci başarısı, akademik başarı, meta-analiz, eğitim yönetimi. ABSTRACT:The purpose of this research is to examine the factors that affects students' academic achievement in Turkey. 62 studies carried out between the years 2000 and 2015, in Turkey, were analyzed using the method of metaanalysis. The correlation coefficient was used as an index of effect size of the study. Correlation coefficients based on random effects model were combined with Fisher's z method. The average effect size of the study was identified. In this context, the correlation transformations, effect size, significance, and heterogeneity tests for the "Comprehensive Meta-Analysis" statistical package was used. The result of this study was found that the value of effect size on students' academic achievement of school-related factors was 0.231. It was found that the value of effect size on students' academic achievement of student-related factors was 0.324. It was found that the value of effect size on students' academic achievement of family-related factors was 0.271. These values show that a significant correlation between variables. As a result, the most important factors affecting the achievement of the students' academic, socioeconomic status, self-efficacy and motivation.

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“…Several others followed, presenting methodological improvements, such as Hollingshead (1975), Stevens & Featherman (1981), White (1982), Osborn (1987), Nakao & Treas (1992), Ganzeboom, De Graaf & Treiman (1992), Ganzeboom & Treiman (1996), and Cirino et al (2002). Income from teaching work only when teaching is the main or the sole occupation for a 30-hour and + weekly workload; not included those who reported teaching as secondary occupation; ** Excluding the Federal District; † values with high variation coefficient in relation to the estimate teacher population; thus, a according to IBGE parameters, subject to sample error and low reliability.…”

Section: Socioeconomic Aspectsmentioning

confidence: 99%