The Surprisingly Modest Relationship Between SES and Educational Achievement

Harwell, Michael R.; Maeda, Yukiko; Bishop, Kyoungwon; Xie, Aolin

doi:10.1080/00220973.2015.1123668

Cited by 93 publications

(106 citation statements)

References 31 publications

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“…La situación que evidencian los casos pone en duda el papel de la escuela como normalizador de las necesidades de formación que presenta el alumnado con independencia de su nivel socioeconómico. La situación de Lucía y Catarina muestra un alto nivel de rendimiento académico en aprendizajes básicos, en coherencia con su nivel socioeconómico, situación de la que participa la familia y también la escuela (Harwell, Maeda, Bishop, & Xie, 2017). Una situación que se escapa con Jaime: la familia pone el foco en sus habilidades digitales, donde se muestra una aparente situación de control que no es tal, y sin embargo carece de competencias para salir adelante en el espacio escolar.…”

Section: Conclusionesunclassified

“…En este sentido, partimos de estudios que ponen de manifiesto que estos aprendizajes son tenidos en cuenta en los documentos oficiales de los centros educativos, pero al no tener tanta proximidad -como sí tienen otras competencias-con las áreas de conocimiento impartidas, su articulación y desarrollo en los procesos de enseñanza no están asegurados (Alonso-Ferreiro, 2016;Fraga-Varela, & Rodríguez-Groba, 2019). Así mismo tenemos en cuenta los resultados de otras investigaciones previas que ponen el nivel socioeconómico del alumnado en relación con su rendimiento académico y su nivel de alfabetización digital (Berkowitz, Moore, Avi, & Benbenishty, 2016;Harwell, Maeda, Bishop, & Xie, 2017;Scherer & Siddiq, 2019).…”

Section: Introductionunclassified

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La Dimensión Informacional De La Competencia Digital De Los Preadolescentes. Un Estudio De Casos

Couñago

Varela

Piñeiro

2020

New Trends in Qualitative Research

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Resumen. La búsqueda, valoración y selección de información es una competencia imprescindible para la ciudadanía de hoy, que se enfrenta diariamente a una multitud de datos y fuentes que debe seleccionar y gestionar en situaciones muy diversas. En este contexto presentamos parte de los resultados del proyecto "Competencia digital en estudiantes de educación obligatoria. Entornos sociofamiliares, procesos de apropiación y propuestas de e-inclusión", que pretende indagar en el proceso de construcción de la Competencia Digital de los preadolescentes. En concreto se presentan algunos resultados relativos al desarrollo de la dimensión informacional de esta competencia. En este estudio se emplea un diseño mixto explicativo en dos fases: la primera, cuantitativa, para la selección de los casos que participan posteriormente en la segunda fase, cualitativa-un estudio de casos múltiple-. Los resultados nos permiten conocer las limitaciones de los preadolescentes en el proceso de búsqueda, selección y valoración de la información; observamos que, si bien emplean diversos buscadores y localizan información, no llegan a seleccionarla adecuadamente, analizándola e interpretándola, ni a cotejar las fuentes consultadas. Como conclusión destaca la necesidad de reforzar el desarrollo de esta dimensión en la enseñanza primaria, que forma parte de una competencia considerada clave en nuestro sistema educativo.

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Section: Conclusionesunclassified

Section: Introductionunclassified

La Dimensión Informacional De La Competencia Digital De Los Preadolescentes. Un Estudio De Casos

Couñago

Varela

Piñeiro

2020

New Trends in Qualitative Research

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“…Candidate factors might include executive function, sleep, classroom environment and engagement 13–15. Parents and families are also likely to play a critical role in the association, with socioeconomic status, the family environment, parent involvement, parental education and parental mental health all thought to be associated with school outcomes 16–19…”

Section: Introductionmentioning

confidence: 99%

The association between depression and later educational attainment in children and adolescents: a systematic review protocol

et al. 2019

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IntroductionDepression represents a major public health concern for children and adolescents, and is thought to negatively impact subsequent educational attainment. However, the extent to which depression and educational attainment are directly associated, and whether other factors play a role, is uncertain. Therefore, we aim to systematically review the literature to provide an up-to-date estimate on the strength of this association, and to summarise potential mediators and moderators on the pathway between the two.Methods and analysisTo identify relevant studies, we will systematically search Embase, PsycINFO, PubMed, Education Resources Information Centre and British Education Index, manually search reference lists and contact experts in the field. Studies will be included if they investigate and report on the association between major depression diagnosis or depressive symptoms in children and adolescents aged 4–18 years (exposure) and later educational attainment (outcome). Two independent reviewers will screen titles, abstracts and full texts according to eligibility criteria, perform data extraction and assess study quality according to a modified version of the Newcastle-Ottawa Scale. If sufficiently homogeneous studies are identified, summary effect estimates will be pooled in meta-analysis, with further tests for study heterogeneity, publication bias and the effects of moderators using meta-regression.Ethics and disseminationBecause this review will make use of already published data, ethical approval will not be sought. The review will be submitted for publication in a peer-reviewed journal, presented at practitioner-facing conferences, and a lay summary will be written for non-scientific audiences such as parents, young people and teachers. The work will inform upcoming investigations on the association between child and adolescent mental health and educational attainment.PROSPERO registration numberCRD42019123068

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“…The empirical research on SES-achievement and PI-achievement has proliferated in the U.S. since the monumental Coleman report (1966) that found family factors to be stronger predictors of school achievement than school resources in the United States. This has culminated in a series of meta-analyses in the U.S. summarizing the correlations for SESachievement (Harwell et al 2016;Letourneau et al 2011;Sirin 2005;White 1982) and PIachievement (e.g., Fan and Chen 2001;Hill and Tyson 2009;Jeynes 2003Jeynes , 2005Jeynes , 2007Jeynes , 2012Kim and Hill 2015;Wilder 2014). Unfortunately, the majority of studies group Asian Americans with other ethnic minority groups (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…African American, Latino) 1 and label them as a single "minority" group (see White 1982;Sirin 2005), making it impossible to distinguish the effect size for Asian Americans. Harwell et al (2016) identifies such coding decision as problematic, notably Sirin's (2005) attempt to interpret the weaker association between SES and achievement in the minority group, because it is impossible to say anything about which ethnic group is driving these findings. Harwell et al (2016) is one of the rare studies that includes a breakdown of the effect size by ethnicity.…”

Section: Introductionmentioning

confidence: 99%

Revisiting the explanations for Asian American scholastic success: a meta-analytic and critical review

2018

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A few popular explanations attempt to argue for a weaker relationship between socioeconomic status (SES), parental involvement (PI), and achievement among Asian Americans compared to their white counterparts: Asian American students' Confucian culture, strong motivation for upward mobility as immigrants, unique forms of parental involvement different from European Americans, and ethnic social capital. However, there has not been a single synthesis up to date empirically testing whether the effect size for SES and/or PI and achievement is actually weaker among Asian Americans across the body of accumulated scholarship. In this review, we found that quantitatively, the SES-achievement relationship was null for Asian Americans while it was positive for PI and achievement. The current scholarship revealed several key problems. In spite of the intuitive and appealing cultural arguments put forward emphasizing Confucianism and immigration optimism, our review points out that these arguments have weak empirical support, and are too generic to be convincingly applied to Asian Americans without any distinction by ethnicity or generation. Furthermore, the parental involvement measures used did not effectively capture Asian American parents' behaviors. Our review suggests a new comprehensive model better integrating the Confucian and immigrant optimism explanation, developing culturally appropriate measures of PI, distinguishing ethnic variation within Asian American groups, and including a nuanced view on how and whether the explanations hold across generations.

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The Surprisingly Modest Relationship Between SES and Educational Achievement

Cited by 93 publications

References 31 publications

La Dimensión Informacional De La Competencia Digital De Los Preadolescentes. Un Estudio De Casos

La Dimensión Informacional De La Competencia Digital De Los Preadolescentes. Un Estudio De Casos

The association between depression and later educational attainment in children and adolescents: a systematic review protocol

Revisiting the explanations for Asian American scholastic success: a meta-analytic and critical review

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