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An individual's or group's position within a hierarchical social structure. Socioeconomic status depends on a combination of variables, including occupation, education, income, wealth, and place of residence. Sociologists often use socioeconomic status as a means of predicting behavior. |
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Term
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| (SES) is an economic and sociological combined total measure of a person's work experience and of an individual's or family’s economic and social position in relation to others, based on income, education, and occupation. When analyzing a family’s SES, the household income, earners' education, and occupation are examined, as well as combined income, versus with an individual, when their own attributes are assessed |
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SES and its effects on Society |
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Definition
Socioeconomic status (SES) is often measured as a combination of education, income, and occupation. It is commonly conceptualized as the social standing or class of an individual or group. When viewed through a social class lens, privilege, power, and control are emphasized. Furthermore, an examination of SES as a gradient or continuous variable reveals inequities in access to and distribution of resources. SES is relevant to all realms of behavioral and social science, including research, practice, education, and advocacy. |
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| Research indicates that children from low-SES households and communities develop academic skills more slowly compared to children from higher SES groups (Morgan, Farkas, Hillemeier, & Maczuga, 2009) |
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| Initial academic skills are correlated with the home environment, where lowliteracy environments and chronic stress negatively affect a child’s preacademic skills. The school systems in low-SES communities are often underresourced, negatively affecting students’ academic progress (Aikens & Barbarin, 2008). |
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Families from low-SES communities are less likely to have the financial resources or time availability to provide children with academic support.
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Children’s initial reading competence is correlated with the home literacy environment, number of books owned, and parent distress (Aikens & Barbarin, 2008). However, parents from low-SES communities may be unable to afford resources such as books, computers, or tutors to create this positive literacy environment (Orr, 2003).
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In a nationwide study of American kindergarten children, 36% of parents in the lowest-income quintile read to their children on a daily basis, compared with 62% of parents from the highest-income quintile (Coley, 2002).
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When enrolled in a program that encouraged adult support, students from low-SES groups reported higher levels of effort towards academics (Kaylor & Flores, 2008)
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