社会经济地位(SES)和学生成绩之间的关系是因果关系吗?考虑学生和家长的能力

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research and Evaluation Pub Date : 2020-11-16 DOI:10.1080/13803611.2021.1968442
G. Marks
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引用次数: 5

摘要

大多数关于学生社会经济地位(SES)与学生成绩关系的研究都假设其影响是相当大的和因果的。人们提出了各种各样的理论解释。然而,社会经济地位与成绩的关联可能在一定程度上反映了父母能力、社会经济地位、孩子能力和学生成绩之间的相互关系。本研究的目的是量化社会经济地位对-à-vis儿童和家长的能力,以及先前成就的作用。对协方差矩阵的分析,包括来自文献的父亲和母亲能力的补充相关性,表明超过一半的ses -成就关联可以由父母的能力来解释。随着儿童能力的增加,经济社会地位系数进一步下降。加上先前的成就,社会经济地位系数是微不足道的,这意味着社会经济地位很少或没有同期影响。这些发现与社会经济地位在成就上的不平等的标准理论解释不相容。
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Is the relationship between socioeconomic status (SES) and student achievement causal? Considering student and parent abilities
ABSTRACT Most studies on the relationship between students’ socioeconomic status (SES) and student achievement assume that its effects are sizable and causal. A large variety of theoretical explanations have been proposed. However, the SES–achievement association may reflect, to some extent, the inter-relationships of parents’ abilities, SES, children’s abilities, and student achievement. The purpose of this study is to quantify the role of SES vis-à-vis child and parents’ abilities, and prior achievement. Analyses of a covariance matrix that includes supplementary correlations for fathers and mothers’ abilities derived from the literature indicate that more than half of the SES–achievement association can be accounted for by parents’ abilities. SES coefficients decline further with the addition of child’s abilities. With the addition of prior achievement, the SES coefficients are trivial implying that SES has little or no contemporaneous effects. These findings are not compatible with standard theoretical explanations for SES inequalities in achievement.
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来源期刊
Educational Research and Evaluation
Educational Research and Evaluation EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.00
自引率
0.00%
发文量
25
期刊介绍: International, comparative and multidisciplinary in scope, Educational Research and Evaluation (ERE) publishes original, peer-reviewed academic articles dealing with research on issues of worldwide relevance in educational practice. The aim of the journal is to increase understanding of learning in pre-primary, primary, high school, college, university and adult education, and to contribute to the improvement of educational processes and outcomes. The journal seeks to promote cross-national and international comparative educational research by publishing findings relevant to the scholarly community, as well as to practitioners and others interested in education. The scope of the journal is deliberately broad in terms of both topics covered and disciplinary perspective.
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