• Could we say pupils belong to parents with high socioeconomic status have high intelligence compared to parents with low socioeconomic status why and why not?
We cannot say easily that the parents with low socioeconomic status have low intelligence and the parents with high socioeconomic status have high intelligence because it depends upon what is their situation and why they end up with those statuses.
Socioeconomic status reflects and is measured by the social and economic status of family members. People generally believe that there is a strong and stable correlation between SES and children’s academic achievement and cognitive development. However, the conclusions from studies are inconsistent (Bradley and Corwyn, 2002; Lareau, 2011). Many researchers have found that family background factors can explain most of the variance in students’ academic achievement and play a more important role than schools (Arnold and Doctoroff, 2003; Reardon, 2011; Berkowitz et al., 2017; Lawson and Farah, 2017). The positive correlation between SES and academic achievement persists from childhood to adolescence and is consistent across races (Mpofu and Van de Vijver, 2000; Wössmann, 2005; Aikens and Barbarin, 2008; Caro et al., 2009; Kieffer, 2012; Ren and Xin, 2013). However, some studies have shown that SES has little to no relevance for academic achievement (Rech and Stevens, 1996; Seyfried, 1998; Ripple and Luthar, 2000). A meta-analysis conducted by White (1982) of almost 200 studies showed a positive correlation between SES and academic achievement, with an average of 0.35 and a median of 0.25. Another meta-analysis performed by Sirin (2005) of more than 70 studies published from 1990 to 2000 found that there was not a high correlation between SES and academic achievement. The average was 0.29, and the median was 0.24. These meta-analyses both showed that the relationship was moderated by variables including the personal characteristics of students, the definition and measuring method of SES, and the measuring index of academic achievement.
Explanation:
Students’ personal characteristics, such as grade, age, race, or ethnicity, are seen as important moderator variables. Several longitudinal studies found that the lower children’s SES is, the worse their academic achievement, and this relation was consistent across ages of children (Walker et al., 1994; Pungello et al., 1996). However, both meta-analyses showed that this relation decreased gradually over time (White, 1982; Sirin, 2005).
Answers & Comments
We cannot say easily that the parents with low socioeconomic status have low intelligence and the parents with high socioeconomic status have high intelligence because it depends upon what is their situation and why they end up with those statuses.
Answer:
Socioeconomic status reflects and is measured by the social and economic status of family members. People generally believe that there is a strong and stable correlation between SES and children’s academic achievement and cognitive development. However, the conclusions from studies are inconsistent (Bradley and Corwyn, 2002; Lareau, 2011). Many researchers have found that family background factors can explain most of the variance in students’ academic achievement and play a more important role than schools (Arnold and Doctoroff, 2003; Reardon, 2011; Berkowitz et al., 2017; Lawson and Farah, 2017). The positive correlation between SES and academic achievement persists from childhood to adolescence and is consistent across races (Mpofu and Van de Vijver, 2000; Wössmann, 2005; Aikens and Barbarin, 2008; Caro et al., 2009; Kieffer, 2012; Ren and Xin, 2013). However, some studies have shown that SES has little to no relevance for academic achievement (Rech and Stevens, 1996; Seyfried, 1998; Ripple and Luthar, 2000). A meta-analysis conducted by White (1982) of almost 200 studies showed a positive correlation between SES and academic achievement, with an average of 0.35 and a median of 0.25. Another meta-analysis performed by Sirin (2005) of more than 70 studies published from 1990 to 2000 found that there was not a high correlation between SES and academic achievement. The average was 0.29, and the median was 0.24. These meta-analyses both showed that the relationship was moderated by variables including the personal characteristics of students, the definition and measuring method of SES, and the measuring index of academic achievement.
Explanation:
Students’ personal characteristics, such as grade, age, race, or ethnicity, are seen as important moderator variables. Several longitudinal studies found that the lower children’s SES is, the worse their academic achievement, and this relation was consistent across ages of children (Walker et al., 1994; Pungello et al., 1996). However, both meta-analyses showed that this relation decreased gradually over time (White, 1982; Sirin, 2005).