Ethnic, gender, and socio-economic group differences in academic performance and secondary school selection: A longitudinal analysis

Frederickson, Norah; Petrides, K. V.

doi:10.1016/j.lindif.2005.09.001

Cited by 31 publications

(39 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is well established that there is an academic achievement gap between students from high and low socioeconomic family backgrounds (Byrnes, 2003;Frederickson & Petrides, 2008;McLoyd, 1998;Murdock, 2000). Multiple factors, mechanisms, and pathways through which low SES puts students at risk for academic failure have also been researched in depth (Grissmer, Williamson, Kirby, & Berends, 1998).…”

mentioning

confidence: 99%

Influences of Social and Educational Environments on Creativity During Adolescence: Does SES Matter?

Dai

Tan

Marathe

et al. 2012

Creativity Research Journal

View full text Add to dashboard Cite

It is well established that there is an academic achievement gap between students from high and low socioeconomic family backgrounds. However, how being brought up and living in different socioeconomic backgrounds impacts adolescent development, particularly their creative capabilities and creativity-related personality traits, is not well understood. This study compared creative capabilities and traits of 8th grade students of 2 school districts: a suburban, upper-middle class community and an urban community with a large proportion of families under poverty, located in a northeastern state. The results provide compelling evidence for a creativity gap. The study also found a possible mediating role of academic achievement and intrinsic cognitive motivation, suggesting that the psychosocial processes and mechanisms leading to the creativity gap are tractable. Implications of the findings for optimal adolescent development and social interventions are discussed.

show abstract

mentioning

confidence: 99%

Influences of Social and Educational Environments on Creativity During Adolescence: Does SES Matter?

Dai

Tan

Marathe

et al. 2012

Creativity Research Journal

View full text Add to dashboard Cite

show abstract

“…The selectivity of the institute, however, relied on ethnicity, gender and socio-economic status (Frederickson & Petrides, 2008) where parental influence in the choice of students persisted (Bekerman & Tatar, 2009). Thus social class (Misran et al, 2012) and socio-economic status impacts campus life in highly selective elite institutions (Martin, 2012) with predominance on overall institutional performance (Teodor, 2012) The study proposes the following research hypothesis: -H 0 : -Campus adaptations of academic, social, physical -psychological and institutional environments do not vary among undergraduate students by their mother's level of nature of occupation H 1 : -There is a significant difference in campus adaptations of academic, social, physical -psychological and institutional adaptations impacted by undergraduate student's mother's level of occupation attained.…”

Section: Institution Adaptationmentioning

confidence: 99%

The Nature of Mother’s Employment on Nurturing Campus Persistence among Undergraduate Students

Vijayalakshmi¹,

Sequeira²

2017

ASS

View full text Add to dashboard Cite

Objective: The study aims to empirically test the relationship between types of campus adaptations across students' mothers' level of nature of occupation among engineering undergraduate B. Tech students pursuing a four-year study at Indian Institutes of Technology (IIT's) and National Institutes of Technology (NIT's) in India. Method:The Multivariate Analysis of Variance (Manova) test was run with SPSS vs. 21 to compare the student's campus adaptations of IIT's and NIT's by students' mothers' level of occupation. Multistage random sampling with n = 1420 students were selected comprising of employed at government (n = 172), employed at private (n =141), own a business (n = 71) employed as unskilled labourer (n = 10), farmer (n = 10), retired from government service or pensioner (n = 06), not alive (n = 03), unemployed (n = 107). Result:In the academic adaptation, students' mothers' who were employed by the government, owned a business, employed as unskilled labourer and pursued farming had positive outcome while students' whose mothers' were employed at private, retired from government service, not alive and unemployed had negative outcomes. In social adaptation students' whose mothers' were employed by the government, owned a business, retired from government service and unemployed had positive outcomes while students' whose mothers' were employed at private, employed as an unskilled labourer, pursued farming and not alive had negative outcomes. In physicalpsychological adaptation, students' mothers' who owned a business, not alive and unemployed had positive outcomes while student's mothers' employed at the government, employed at private, employed as an unskilled labourer, pursued farming and retired from government service had negative outcomes. In the institutional adaptation, students' mothers' employed at the government, employed at private own a business, employed as an unskilled labourer, retired from government service and not alive had positive outcomes and students whose mothers' were farmers and unemployed had negative outcomes.

show abstract

“…In the UK, sociologists have long noted that education policies (such as the extension of compulsory schooling) have made insufficient headway in improving social mobility (Reay 2006;Waller 2011). In terms of raw educational outcomes, those from disadvantaged backgrounds already fall behind their affluent peers in cognitive tests at a young age (Feinstein 2003;Dickerson and Popli 2016) and then in formal school attainment results (Frederickson and Petrides 2008). A recent government agency report stated that 'the performance of pupils and students from low-income backgrounds continues to be the most troubling weakness in our education system' (Ofsted 2015, 13:20).…”

Section: Introductionmentioning

confidence: 99%

Disadvantaged by degrees? How widening participation students are not only hindered in accessing HE, but also during – and after – university

Budd

2016

Perspectives: Policy and Practice in Higher Education

View full text Add to dashboard Cite

There is no shortage of literature addressing the range of reasons why more disadvantaged groups are underrepresented in higher education -and particularly elite universities -in the UK, and it is clear that this has little to do with any real deficiency in terms of ability. This paper begins with an overview of this issue but then extends the argument beyond widening participation at the point of access. It raises concerns emerging from two relatively underresearched areas in the literature which indicate that 'widening participation' -WP -students are faced with greater inequalities than their more affluent peers both during their undergraduate degrees as well as beyond them. Although the focus here is on the UK, this topic and many of its themes will be familiar to educationalists and HE practitioners in other countries.

show abstract

Ethnic, gender, and socio-economic group differences in academic performance and secondary school selection: A longitudinal analysis

Cited by 31 publications

References 20 publications

Influences of Social and Educational Environments on Creativity During Adolescence: Does SES Matter?

Influences of Social and Educational Environments on Creativity During Adolescence: Does SES Matter?

The Nature of Mother’s Employment on Nurturing Campus Persistence among Undergraduate Students

Disadvantaged by degrees? How widening participation students are not only hindered in accessing HE, but also during – and after – university

Contact Info

Product

Resources

About