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Students with lower socioeconomic status have disadvantages in school because their
environment do not support academic performance. Books that are one of the most influential factors in
student achievement are not present. Since then, parents from higher socioeconomic backgrounds are able
to give their children the resources and financial support they need at home for individualized learning.
They are also more likely to create a more exciting home environment to support cognitive development
because they are probably more educated. Parents with higher socioeconomic background may also give
their children more psychological support by creating situations that foster the acquisition of the abilities
needed for academic success (Thomson, 2018).
Assessing how increased income inequality influences skill acquisition and educational
attainment of children born into different circumstances is complicated. According to the analysis of
cohort data by Duncan et al. (2013), family income differences between low-SES and high-SES students
are accountable for the academic success gap. Poor family income also makes it harder for parents to pay
daycare that meets kindergarten’s readiness standards. It may also result in hard-to-teach classes full of
inattentive and low-achieving students. Crime in low-income areas can also present alluring substitutes
for hard work in the classroom, it also makes it more challenging for local schools to attract and retain
competent teachers.
Duncan and Murnane's (2011) conceptual model states that low-SES children may have parents
who cannot afford resources needed for better academic achievement of students. High-SES children then
are more likely to have greater access to high-quality childcare, schools, and settings that enhance the
development of important skills related to education. Also, a child from a wealthy household is twice or
four times less likely than a child from a poor family to have classmates with poor behavior and low
ability levels in both elementary and high school. Students with low-SES do not have access to resources
that high-SES students have. Therefore, differences and advantages for students with high-SES are very
clear.
The phrase "achievement gap" depicts the gap in academic performance’s success. Numerous
studies have demonstrated a strong link between academic achievement and family income. Students
from higher SES backgrounds typically perform better academically overall, on tests, and in terms of
educational attainment than students from lower SES backgrounds. Programs for early childhood
education also improve children's potential for success in later life. It can be through raising educational
achievement and incomes, and in certain situations, lowering criminal involvement (Duncan &
Magnuson, 2013).
Students from better social classes benefits from obtaining educational credentials. Cultural
capital is also thought to play a significant role in academic achievement. Although it is well known that
family SES is connected with academic achievement, the actual mechanisms underlying this association
are still complicated and not yet entirely understood. SES is said to be significant because it gives
students access to important educational materials. Books and computers are examples of these materials
and even experiences that stimulate learning and brain growth (Broer et al., 2019).
Self-concept acts as a mediator between cultural differences in SES and children's academic
achievement. According to these findings, children who grew up in high-SES families are more likely to
have positive self-concepts. They can also perform better academically in school. In fact, studies have
shown that students from low-SES households typically face more financial difficulties. Shortage of
resources and risks to their social identities such as unfavorable assumptions about their intelligence are
also being experienced by these students (Croizet and Claire, 1998).
A study of Wiederkehr et al. (2015) on French children shows that in the relationship between
family SES and academic achievement, self-concept has a fully moderating function. The relationship
between family SES and Chinese children's academic success may also be influenced by variations in
other significant characteristics that are closely related to family SES, such as the educational resources
that are available in the house and the parental encouragement of study. Children from low-SES families
frequently do worse than children from high-SES families in both areas. Furthermore, we believe that
social class disparities in performance could be "transformed" into personal traits in children's brains due
to the internalization process, namely a low sense of school self-efficacy. Thus, the link between SES and
performance should be mediated by self-efﬁcacy.
The "big 3" variables were parts of a fundamental student SES assessment. These are the parental
occupation, educational attainment, and income of the family. Additionally, it is suggested that an
enlarged measure of SES that broadly influences students' academic performance can be constructed
using the SES of the student’s home area and his/her school. Understanding student’s socioeconomic
circumstances has grown to be a top priority for educational scholars. This occurred when it was
discovered that children whose parents had low incomes, little education, and low-status employment also
performed poorly academically in school (Cowan et al., 2012).

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Students with lower socioeconomic status have disadvantages in school because their

needed for academic success (Thomson, 2018).

also being experienced by these students (Croizet and Claire, 1998).

performance should be mediated by self-efﬁcacy.

performed poorly academically in school (Cowan et al., 2012).

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