Social Class, Family Expectations,

Childs Acheivement: How do They

All Tie Together?
Jackie Boismenue
EDU 744 Fall B 2013
Socio-economic status


Parental expectations


Childs achievement
Overall Message of Sewell and
Shahs Study
[this study aims to show that]
socioeconomic status, intelligence, and
parental encouragement all have
substantial independent relationships to the
college plans of males as well as females
and that neither intelligence nor parental
encouragement- individually or jointly- can
completely account for social class
differences in college plans (Sewell, et al.,
1967).
Social Class Matters!
According to Sewell, et al., it is a commonly known,
or accepted, truth that children born to a higher
social class are more likely to have the drive,
desire, and ability to strive towards higher
educational and occupational goals than are
children born to a lower social class. Even when
other variables are controlled (sex, intelligence,
high school achievement, etc.), ones social class
ranking has been found to have an independent
influence on educational and occupational goals
(1967). But, what exactly is it about ones social
class that accounts for this positive correlation?
Family Matters!
Sewell, et al., state that when conducting studies
comparing social class to educational aspirations
and achievement, researchers need to aim to
specify the variables by which the social class
characteristics of individuals are translated into
differences in aspirations and subsequently into
achievement (1967). One of the most common
factors researchers tend to focus on is the
relationships between parent(s) and child(ren).
Specifically, to what degree does the child see his/
her parent(s) as encouraging, or even pressuring,
him/ her to have high educational/ occupational
goals.
Results of their study
The zero-order correlation coefficients indicate that the
relationship of parental encouragement to college plans is
stronger than that of either socioeconomic status or intelligence
and that the relationship of parental encouragement to college
plans is stronger for females than males, Sewell, et al., 1967).
The authors go on to state that their results not only
reflected social class differences, but also the different
expectations society in general places on males and females.
Sewell, et al. states that college education is considered as
desirable and increasingly necessary for fulfilling male
occupational roles, but for females the situation is doubtless
complicated by marital roles and economic considerations.
Presumably, the family resources exert stronger perceived
parental encouragement for males (1967).
Conclusion
Differences in perceived parental encouragement do not
give a complete explanation as to why there are differences
amongst social classes in terms of education, but it does
contribute to the discussion. The article supports this by
saying the because parental encouragement is a behavioral
variable amongst classes, it can be easily changed by
things such as programs of counseling directed at families,
but the factors of a childs intelligence and a familys social
class are less likely to be drastically altered. However, there
are still a great deal of variance amongst the educational
and occupational aspirations of the different social classes
that is not fully explained by parental encouragement or
intelligence differences (Sewell, et al., 1967).
Overall Message of Stulls
Study
This study investigates how a family
socioeconomic status (SES) affects a childs
educational achievement The percentage of
the parents expecting their child to earn at
least a Bachelors degree rises with family
SES. However, the percentage of high-SES
parents of low-achieving students expecting
their child to earn at least a Bachelors degree
is higher than that for low- and middle- SES
parents of high-achieving students (Stull,
2013).
Why do some groups achieve
more in school than others?
At first, it was argued that the academic failures of minority were a
result of genetic deficiencies. Then it was because of cultural
deficiencies. And then, it was because of social structural
inequities. The argument centered around this is why they are
incapable of doing better and eventually progressed to these
students lack parental and teacher support. Stull claims in her
article that studies have shown that higher levels of poverty
among African Americans can account for some of the
achievement differences relative to whites (2013).
Also, the demand for higher achievement levels for all groups
means those students who do no achieve these levels are caused
greater harm. This article states that students from poorer
neighborhoods are particularly at risk of arriving at school
unprepared for the higher expectations. And, therefore, will fall
even further behind (Stull, 2013).
SES and Parent Expectations
As cited in Stulls article, Zhan (2006) argued that
Parents with higher expectations for their children
are more likely to set higher standards for their
childrens schooling and social functioning than
parents with lower expectations (2013).
Stull also cites that Davis-Kean (2005) found that
the parents SES related indirectly to childrens
academic achievement through the parents
educational expectations; the higher the parental
income, the more likely the parents were to expect
their children to earn a college degree (2013).
Conclusion
It is clear that a familys SES does indeed affect the academic
achievement of the children. While it is not always possible to
change a childs family SES, it is possible, and in fact critical, to
understand how family SES affects school conditions and how to
create opportunities in which school conditions can compensate
for different family SES levels. Students with a low SES may not
receive adequate parental encouragement and support; if provided
with a supportive school environment, this should not prevent them
from becoming successful students.
Overall Message of Rowan-
Kenyon, Bell, and Pernas Study
College enrollment rates are higher among high-SES
students than among low-SES students. Even though
college enrollment numbers have risen in the last decade
across all SES groups, the gap between high and low has
existed for decades. The degree of parental involvement is
thought to be one source of differences across groups.
Various research studies show that parental involvement is
positively related to college aspirations and enrollment as
well as to measures of academic preparation for college.
However, involvement is often limited for low-income
parents by economic, social, and psychological barriers
(Rowan-Kenyon, et al., 2008)
SES and Parent Involvment
Low-SES families are more likely than high-SES families to
contain parents that did not attend college themselves. As stated
in the article, Based on their review of psychological theory and
research, Hoover-Dempsey and Sandler (1997) argued that
parental involvement in childrens elementary and secondary
school education is shaped by parents role construction, parents
sense of self-efficacy, and parents perceptions that their
childrens school invites their involvement. This framework
suggests that parents who have not attended college are less
likely to participate in college planning activities because they do
not perceive such activities to be consistent with their view of
appropriate behaviors, because they do not believe that their
involvement can have a positive effect on their childs college
outcomes, or because they do not believe that the school wants
them to be involved (Rowan-Kenyon, et al., 2008).
SES and Financial Aid
Another college factor that is affected by SES is how much
financial assistance a parent can offer their child.
Parents in high-SES families, most often reported that they had
been either been saving money for college expenses, or had
another plan already set in place to pay the expenses (Rowan-
Kenyon, et al., 2008).
In contrast, parents in middle-SES families reported that college
expenses would be a shared responsibility with their child
(Rowan-Kenyon, et al., 2008)
Lastly, parents in low-SES families reported that they were
unsure how they would pay for college. Therefore, these
parents are far less likely to actively encourage their children to
attend college at all (Rowan-Kenyon, et al., 2008).
Conclusion
This study illustrates that there are many factors that
ultimately affect a parents involvement in their
childs academic affairs. However, many of these
factors are intensified in low-SES families, who live
in low-income neighborhoods, and attend low
resource schools (Rowan-Kenyon, et al., 2008).
Parents in high-SES families tend to be more
informed about college processes and additional
student services, and are therefore, more likely to
push higher education. Because low-SES parents
are less informed, they are less likely to have
increased academic expectations.
Synthesis
All three articles agree the socioeconomic status of a students family
does have an impact on academic and occupational aspirations, and
ultimately on achievement. However, SES alone does not explain
these differences.

All of the articles present the idea that having less income is not a
sole cause of varying academic achievement, but rather the side
effects of having less is what causes the differences. Less money
usually leads to less time for parents to spend with their children.
This means less time to support and encourage them, less time to
help them with their homework, and less time to discuss the
possibility of a better future.

A child does not achieve less simply because they have less money;
they achieve less because without the comfort of a stable, financially
sound home, their priorities and needs shift from education to
survival.
Discussion Questions
Have you seen any examples of the correlation
between SES and parental involvement in your
school?

Article #3 suggested using athletic events to do
things like promote college readiness programs,
encourage students to take the ACT, and invite
parents to become more involved. My own school,
in fact, just proposed this idea. Do you think this
could help close the SES achievement gap? Why
or why not?

A familys SES status is typically an uncomfortable
topic for many to discuss, do you think if the
conversation wasnt so taboo, low-SES families
would be more willing to seek services aimed at
encouraging higher educational and occupational
achievements?
Senior captains for
my school.