Chapter II

Reviews related literature

The relationship between socioeconomic factors and academic performance

Chandra's (2013) contextual analysis indicates that Socio Economic standing
is the primary factor in deciding the Students' academic success. More
scholars are looking at academic success and educational procedures in
connection to socioeconomic status. Suleman (2012) claimed that several
Socioeconomic status has been defined in a variety of ways by academics.

Some Scholars believe that the entire household's socioeconomic position.

while some researchers take into account additional factors, such as
parental academic levels. Along with the often used income variable, some
Other factors, such as family and parental education, are also taken into
account. achievement, overall family income, poverty, and single-parent
households home; learning motivation; drug or alcohol abuse; crime;
community, surroundings, etc. Many academics believe that the most
significant and essential variable is socioeconomic status.

The relationship between socioeconomic position and its influence on

academic performance, and there are even more of them smaller in the area
of learning foreign languages. Hamid (2011) looked at the connections
between secondary school pupils' academic success in English and their
family's socioeconomic factors in a Bangladesh district in the countryside.
The findings showed that the rural Students' academic performance in
English and inside the classroom was poor. There were consistent,
correlations despite this low level of success overall. relationship
between the pupils' household income, parents' education levels, and
academic success in the language. Students who scored higher on Parental
education and family income increased the likelihood of higher Better marks
in English in the course as well as better competence test results.

Shamim (2011) compared the socioeconomic status of students in his study.

with their English proficiency rankings in the most recent public
examination. He discovered that students in higher income brackets
consistently outperformed students from lower-income households. He argued
that the association between high family income and Higher levels of
English competence among pupils may be explained by their education
received earlier in private English-medium schools as opposed to students
from lower socioeconomic groups. In the course of their work Aikens &
Barbarin (2008) discovered that children from low-SES environments develop
language abilities more slowly and display delayed language development.
are at risk for reading because they lack phonological awareness and letter
recognition. difficulties.

Palardy (2008) conducted a study in which students from low-SES entering

high school 3.3 grade levels behind older pupils SES schools Students from
low-SES groups also learned less greater than 4 years, finishing in 4.3
grade levels, than those from higher SES groups behind the SES levels of
higher SES groupings. In a study published in 2007, Honea studied the role
of diligence, support for diligence, family socioeconomic status, and a few
other factors on academic success. 215 parents, 315 high school students,
and The sample for his study consisted of 46 teachers from the rural South.
The family socioeconomic status and academic performance accomplishment in
this experiment was statistically significant. Tang (2013) examined the
effects of twelve variables in a study. The researchers' findings for the
kids' cognitive and behavioral results were discovered that kids from
families with happy homes had Better social and cognitive results among
kids who experienced A greater likelihood of several dangers made academic
and adjustment challenges problems.

In a Coley (2012) study, kids from higher SES homes were were more likely
to be adept at addition, subtraction, and ordinal activities. math word
problems, and sequencing than those with lower SES backgrounds. In the
first study of dropout students, Pursley (2012) tried to investigate the
evolution of Mexicans' personal traits? Find out which American students
dropped out during the transition to high school. Individual differences
between people who dropped out by the 12th graders and graduates are
examined for differences in the personal traits of dropouts are being
developed, and between the eight and tenth grades, graduates. the
unaffiliated Time and socioeconomic status were variables. He was in charge
of family and school factors that are connected to dropouts are examined
longitudinally discrepancies in patterns in the theoretically selected
personal characteristics. 310 pupils were included in his study's sample,
and they were chosen at random from 1952 subjects are included in the
National Education database as of now. Mexican American status was recorded
in a longitudinal study from 1988. On the dependent variable, the effects
of SES and time were investigated. The findings indicated that
socioeconomic level has significant consequences for academic success. Time
and socioeconomic class also played major roles influence on aspirations
for education.

Parents’ Educational Background, Income, and Occupation

The Pell Institute reports that first-generation, low-income Compared to

their peers, school and college students are more likely to postpone
admission to college following high school, proximity of college to home,
and financial support work full-time while enrolled, part-time college
attendance 2008 (Engle & Tinto). A nationwide study of college-eligible
students who dropped out showed that parents of non-college students often
had lower levels of education education level, specifically having
completed only high school (Hahn) & Price, 2008). First-generation college
students often have less access to resources, which could make them take
longer to complete tasks. whether they even graduate at all. information
from the National Center for Beginning Postsecondary Study of Education
Statistics revealed that low-income, first-generation students made up
approximately four times more likely to leave higher education after the
first year than their peers (Engle & Tinto, 2008).

first-generation college and high school students face several obstacles a

lack of financial support from parents, which may necessitate the
inexperience with higher education, a student's need to work while
attending school education. If student's parents are not educated beyond
high school degrees, the student might not comprehend the requirements of
college, along with the type of emotional support parents with college
degrees provide for their children. These students may therefore take
lighter loads. either in college or not (Sparkman et al., 2012).

Moreover, college students from low-income families and students from Lower
socioeconomic households might not have as high of academic goals because
they do not consider pursuing higher education as an option.
 Mallet et al.'s (2011) study revealed that debating whether In the context
of higher education, there is a detrimental impact on high school. academic
performance and college enrollment aspirations of students moment they
started pursuing a college education. Sadly, given that ethnic Minority
students make up a significant number of first-generation, low-SES college
students, which further disadvantages them academically. Another barrier
for students of color is a lower SES.

A nationwide poll of college-bound students found that more than one third
of those who did not enroll in college came from low-income families. SES
households (Hahn & Price, 2008). SES has also been connected with the
results of standardized tests, which are frequently used to establish
college readiness of the student Stanford professor claims According to
Sean Reardon, the difference in standardized test results between wealthy
and Since the 1960s, there has been an increase of almost 40% in low-income
pupils.

2011 (Reardon). Aside from that, studies at the University of Michigan

discovered that the disparity in college entrance between low-income from
the late 1990s, top income quartiles have climbed from 39% to 51%. 1980s
(Bailey & Dynarski, 2011). (Bailey & Dynarski, 2011). the findings of
Langhout, Drake, and According to Rosselli (2009), only 3% of college
students at highly regarded universities in US were from the bottom income
quartile.

Almost all of the students at these universities,From the top quartile of

income, about 75% came from (Langhout et al.,2009). A student's capacity to
thrive in college is influenced by SES as well.

College graduation rates for students from lower-income backgrounds are

higher.far less frequently than their more privileged peers. studies by
Langhout According to et al. (2009), students from the top income quartile
graduate with a bachelor's degree at a rate of 40% after five years, as
opposed to only 6% for other students. from the bottom quartile of income.

Bailey and Dynarski's (2011) study revealed that the imbalance There are
now more high-income students than low-income pupils who complete college.
during the late 1980s, by about 50%. This warrants caution. since
completing a college degree is the greatest significant indicator of
success in the workplace, which is a major predictor of future profits
(Bailey & Dynarski, 2011) (Bailey & Dynarski, 2011)

According to an assessment of the evidence, undergraduates who low income

or impoverished people put in more hours at work, took fewer courses, and
had lower grades, participated in fewer extracurriculars, and had lower
levels of school involvement than their classmates with higher incomes.
These outcomes shown that lower SES had a negative impact on students'
experiences in college. and results that might also represent the academic
environment of high school (2009) Langhout et al.

A national poll of potential college students who didn't enroll in college

discovered that college expenses, financial aid availability, and There is
still a lot of ambiguity regarding the procedures to enroll in college the
difficulties in getting a college education (Hahn & Price, 2008).

The National Center for Education Statistics conducted a thorough research

that followed a large sample of eighth graders through their mid-twenties
through 2000. According to the study, 30.3% of individuals from high SES
families who received a failing grade on a math exam in high school went on
to get a bachelor's degree or higher, as opposed to 2.9% of those from low
SES homes. Among individuals with the highest math test scores, 28.8% from
low SES families graduated from college, as opposed to 74.1% from high SES
families (Danziger & Ratner, 2010).

The most frequent source of funding for students is from their parents.
Unfortunately, the rising economic inequality over the past forty years has
made it more difficult for some parents to pay for tuition. This is
especially true for men who have only completed high school or less, as
they have seen a significant fall in income over the past three decades
(Danziger & Ratner, 2010).

The most frequent source of funding for students is from their parents.
Unfortunately, the rising economic inequality over the past forty years has
made it more difficult for some parents to pay for tuition. This is
especially true for men who have only completed high school or less, as
they have seen a significant fall in income over the past three decades
(Danziger & Ratner, 2010).
A growing correlation between family income and college attendance has been
found by researchers (Belley & Lochner, 2007). According to Anthony
Carnevale (2008), students with the same qualifications but from different
socioeconomic backgrounds have very different opportunities for attending
college. Concerning information gathered from the U.S., Carnevale remarked
According to the Department of Education's National Education Longitudinal
Study, "among the most highly qualified students (the top testing 25%), the
kids from the top socioeconomic group go to four-year colleges at almost
twice the rate of equally qualified kids from the bottom socioeconomic
quartile" (Carnevale, 2008, p. 57)

One theory for the growing association between family SES and education is
that young adults from low-income families who want to attend college are
unable to secure funding due to rigid credit requirements or are less
likely to take out loans (Belley & Lochner, 2007; Carneiro & Heckman,
2002).

Some students may put off finishing college or work while still enrolled
due to a lack of funding. As stated by the U.S. according to the Department
of Education's National Center for Education Statistics (2014), just 39% of
college students who started in 2006 completed their degrees in four years;
15.9% needed five years, and 20.2% needed six. For pupils who are ethnic
minorities, these figures are worse. In contrast to nearly a third of Black
students (34.9%), the majority of White students from the 2006 cohort
graduated within 5 years (58.7%; U.S. Department of Education, National
Center for Education Statistics, 2014).

According to studies, college students from wealthy backgrounds are less

likely to work during their studies than their less fortunate peers (Belley
& Lochner, 2007). Increased workloads may be detrimental to academic
achievement. As stated by the U.S. according to General Accounting Office's
2003 study, students who work more than 20 hours a week have a lower
likelihood of graduating. Another issue for students is shrinking budgets,
particularly for state-supported universities (Maestas, Vaquera, & Zehr,
2007).

College tuition has increased far more quickly than inflation or family
earnings over the 1990s, according to Oliff and colleagues' examination of
the escalating cost of higher education for the Center for Budget and
Policy Priorities (Oliff, Palacios, Johnson, & Leachman, 2013). As stated
by the U.S. according to data from the Department of Education's National
Center for Education Statistics (2013), the average cost of a college
education increased from $3,489 (in today's money) in 1981 to $19,339 in
2011. Costs for undergraduate studies at public schools, including tuition,
accommodation, and board, increased by 40% between 2001 and 2011. (U.S.
Department of Education, National Center for Education Statistics, 2013).
According to Oliff et al., declining public funding for higher education is
partly to blame for the recent double-digit growth in student loan debt.
The financial burden of a college education has shifted dramatically from
states to students and their families as a result of state governments
consistently cutting the amount of money they invest in public schools and
the significant increase in education costs and declining public support
for higher education.

The enrollment gap between students from high SES and low SES families is
projected to get wider as a result of colleges and universities' rapidly
growing tuition prices (Oliff et al., 2013). Poor graduation rates for
pupils from low-SES backgrounds and ethnic minorities may be caused by
diminished educational resources.

Budget cuts affect academic quality. Investments in higher education have

been found to help students, especially those from lower-income families,
finish their degrees. Spending on student support services in particular
has had a significant impact on the graduation rates of students with less
financial support and less academic preparation (Oliff et al., 2013; Webber
& Ehrenberg, 2009). The number of full-time, tenure-track professors at
colleges and universities has decreased as a result of state funding cuts,
which lowers the probability that students will complete their college
degrees.