Socioeconomic Status and Child Development

Center for Applied Studies in Education, University of Arkansas at Little Rock, 2801 S. University Ave., Little Rock, Arkansas 72204, USA.
Annual Review of Psychology (Impact Factor: 21.81). 02/2002; 53(1):371-99. DOI: 10.1146/annurev.psych.53.100901.135233
Source: PubMed

ABSTRACT Socioeconomic status (SES) is one of the most widely studied constructs in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and occupational status. Research shows that SES is associated with a wide array of health, cognitive, and socioemotional outcomes in children, with effects beginning prior to birth and continuing into adulthood. A variety of mechanisms linking SES to child well-being have been proposed, with most involving differences in access to material and social resources or reactions to stress-inducing conditions by both the children themselves and their parents. For children, SES impacts well-being at multiple levels, including both family and neighborhood. Its effects are moderated by children's own characteristics, family characteristics, and external support systems.

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Available from: Robert H. Bradley, Jan 31, 2014
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    • "One indicator that predicts CLD students' learning and behavioral difficulties is the home environment. It is known that the socioeconomic status of immigrant families has a great impact on children's difficulties (Duncan et al. 1994; Bradley and Corwyn 2002). CLD students in low-income families are reported to exhibit learning and behavioral problems more frequently (Ceballos and Bratton 2010). "
    12/2015; 5(1). DOI:10.1186/s13616-015-0022-9
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    • "These sample differences in SES could be important as SES has a known association with children's cognitive development. Decades of research document links between the impacts of low income, low parent education, less stimulating home environments , and children's cognitive development (Bradley & Corwyn, 2002). Although many studies of SES and children's cognitive development have been conducted with U.S. children, it is clear from the findings reported by Z. Zhou et al. (1999) that differences in mathematics performance related to SES are also seen in samples of children from China (Beijing). "
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    • "Economic and social status of the family (Bradley, Corwyn, 2002), parental education (Dubow, Boxer and Huessmann, 2009), the emotional environment at home and the motivation of the family towards the child's education are the essential factors that help the child to make use of his potentials in a maximum productive way. Children of higher status are provided with better amenities and have greater opportunities to come in contact with the first-hand knowledge and more often their homes have a more stimulating environment for learning. "
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    ABSTRACT: Education systems in Europe have not been able to address successfully the low achievement in the fields of Mathematics, Science and Technology. This failure increases social inequalities and reduces the number of students who select a career in Mathematics, Science and Technologydisciplines as well as it increases the student drop-out rate in the Mathematics, Science and Technology disciplines, which constitutes an essential factor for sustainable, socially just, and inclusive growth. This paper aims to investigate teaching and learning assessment methods, teaching strategies and best practices, in order to support the development of a sustainable strategy for low-achieving students in Mathematics, Science, and Technology. The main thrust of this research is to explore the application of "threshold concepts" in different learning situations where learners are engaged in key learning processes of Mathematics, Science and Technology.
    Conference -Open Discovery Space: Transforming schools into innovative learning organisations-, Athens 2015; 09/2015
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