Socio Economic Status In Education

advocated that education is an important attribute of class formation. “In western societies the formal organization of education in school systems meant that schools became the principal purveyors of social facts of the individual’s class status. Schools as formal institutions were linked with other social institutions in determining the structure of society and the attitudes, values and behavior of the public. In many literature, the term Socio-Economic Status is preferably used over the term class, because the former is considered to be a more neutral term than the latter one. There seems to be a tendency by British writers to use the term class and by Americans to prefer Socio-Economic Status whether they in fact are describing different

Socio-Economic Status or class is a variable that may be seen to relate to many other aspects of human experience in their life. This relationship of the social and economic status category to the dimensions of human diversity is very much complex because it leads to numerous theories.” There are those for whom socioeconomic status is the decisive factor governing other aspects of human diversity such as cognitive “responses to the environment, health and nutritional status, identity and interests, language and dialect, and motivation and aspiration. The relationship between socioeconomic status and health and nutritional status is perhaps more striking or more understandable than the relationship between socio-economic status and educational achievement, as explored by Birch & Gussow (1970). They claimed that poverty contributes toward educational failure, not simply because poor children are "culturally disadvantaged" but because their health and nutritional status is inadequate to allow for the maximum mental development and for the realization of their educational potential. From the moment of their birth or even before, poor children are always at greater risk of deficient

Parental education is also an important aspect of the socioeconomic status because it is expected that parental and students’ education is strongly correlated. Highly educated parents are more likely to instill more positive values about education to their children” and they have a better understanding of what “institutions require and are probably better equipped to help and motivate their children in their objectives. The occupational dimension of socio-economic status is based upon the assumption that occupations can be placed along a finely graded socio-economic hierarchy. Occupational component of SES includes the level of income and educational attainment of the parents. Occupational status reflects the educational attainment required to obtain a particular job and income levels that vary with different jobs and within different ranks of occupations. Additionally, it shows achievement in skills required for the job. Occupational status measures social position by describing job characteristics, decision making ability, control in the system and psychological demands on the job. Occupation is the most difficult factor to measure because so many existing methods and there are so many competing scales practiced by researchers. Many scales rank occupations based on the level of skill