Greater attention to socioeconomic status in developmental research can improve the external validity, generalizability, and replicability of developmental science

Abstract

Psychological researchers have been criticized for making broad presumptions about human behavior based on limited sampling. In part, presumptive generalizability is reflected in the limited representation of sociodemographic variation in research reports. In this analysis, we examine time-trends in reporting of a key sociodemographic construct relevant to many aspects of child development—socioeconomic status (SES)—across six mainstream developmental journals (Infancy, Child Development, Developmental Science, Developmental Psychology, Infant and Child Development, and Infant Behavior & Development) between 2016 and 2022. Findings point to limited reporting of SES across developmental journals and across time. Reporting rates varied significantly by region and by topic of development. In terms of specific indicators of SES, there was consistent use of income and caregiver education as SES indicators. The epistemic costs of the lack of integration of socio-economic factors in developmental research are addressed. Pathways to greater integration of SES are proposed.

Research Highlights

• We analyzed reporting and representation of socioeconomic status in published studies on early child development.
• A large proportion of published studies did not report any socio-economic information.
• Suggestions for greater attention to socioeconomic status are proposed.