Estatus Socioeconómico – Estudiante del Siglo XXI 8º-11º

Inclusión de la Variabilidad / Estudiante del Siglo XXI 8º-11º / Estatus Socioeconómico

Factor · Antecedentes personales

Estatus Socioeconómico

Ideas Principales

Muchos niños en los Estados Unidos viven en familias con ingresos que se clasifican por debajo del umbral federal de pobreza, o en familias de bajos ingresos que tienen dificultades para cubrir gastos básicos como vivienda y comida. La falta de recursos financieros puede llevar a:

  • Dificultad para costear una vivienda segura y estable (inseguridad habitacional)
  • Dificultad para obtener cantidades suficientes de alimentos nutritivos (inseguridad alimentaria)
  • Dificultad para pagar la atención médica
  • Dificultad para adquirir materiales educativos
  • Dificultad para pasar tiempo interactuando con los niños, versus estar trabajando
  • Aumento del estrés familiar, lo cual puede afectar cómo las familias se relacionan con sus niños

Los adolescentes tienen más probabilidades de prosperar cuando reciben una nutrición y atención médica adecuadas, se sienten seguros y estables en su hogar, vecindario y comunidad, minimizan la posibilidad de Experiencias Adversas y tienen acceso a un entorno de aprendizaje enriquecedor y a la participación suficiente de sus padres. Si bien todas las familias suelen esforzarse por brindar un entorno positivo a sus hijos, la falta de recursos financieros puede dificultarlo.

Experimentar dificultades económicas y la falta de recursos en el hogar y la comunidad puede afectar la asistencia escolar y tener efectos a largo plazo en el rendimiento académico. Sin embargo, estos efectos pueden mitigarse mediante programas privados o beneficios estatales o federales. Además, los Apoyos Sociales adecuados sirven para amortiguar los efectos de estos factores de estrés económico. Las escuelas tienen una oportunidad única para ayudar a nivelar el terreno: por ejemplo, proporcionando almuerzos gratuitos a los estudiantes (para garantizar que tengan energía para el aprendizaje), exámenes de la Vista gratuitos (para identificar a los estudiantes que puedan necesitar ayudas visuales) y participando en actividades de divulgación para aprender cómo apoyar mejor a los miembros de la comunidad.

Es importante destacar que el estatus socioeconómico no es estático: las familias pueden ganar o perder recursos financieros, lo que puede resultar en cambios en su vivienda, bienestar físico y emocional. Por ejemplo, los estudiantes pueden mostrar un mejor desarrollo tras mudarse a barrios con más recursos. Por el contrario, pueden presentar dificultades tras mudarse a barrios con menos recursos. Para ofrecer a todos los estudiantes los recursos y el apoyo que necesitan, es importante que los educadores estén atentos y reconozcan si las circunstancias de una familia cambian.

Referencias

Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235-251.

American Psychological Association. (2015) Measuring Socioeconomic Status and Subjective Social Status.www.apa.org/pi/ses/resources/class/measuring-status.

Anderson, A. S., Siciliano, R. E., Henry, L. M., Watson, K. H., Gruhn, M. A., Kuhn, T. M., … & Compas, B. E. (2022). Adverse childhood experiences, parenting, and socioeconomic status: Associations with internalizing and externalizing symptoms in adolescence. Child Abuse & Neglect, 125, 105493.

Basch, C. E. (2011). Vision and the achievement gap among urban minority youth.Journal of School Health, 81(10), 599-605.

Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of Youth and Adolescence, 45, 1053-1064.

Boss, E. F., Niparko, J. K., Gaskin, D. J., & Levinson, K. L. (2011). Socioeconomic disparities for hearing‐impaired children in the United States. The Laryngoscope, 121(4), 860-866.

Brito, N. H., Noble, K. G., & Pediatric Imaging, Neurocognition, Genetics Study. (2018). The independent and interacting effects of socioeconomic status and dual‐language use on brain structure and cognition.Developmental Science, 21(6), e12688.

Brunelle, K., Abdulle, S., & Gorey, K. M. (2020). Anxiety and depression among socioeconomically vulnerable students with learning disabilities: Exploratory meta-analysis.Child and Adolescent Social Work Journal, 37(4), 359-367.

Camburn, E. M., & Han, S. W. (2011). Two decades of generalizable evidence on US instruction from national surveys. Teachers College Record, 113(3), 561-610.

Caro, D. H., McDonald, J. T., & Willms, J. D. (2009). Socio-economic status and academic achievement trajectories from childhood to adolescence. Canadian Journal of Education/Revue Canadienne de l’éducation, 32(3), 558-590.

Chen, E., Matthews, K. A., & Boyce, W. T. (2002). Socioeconomic differences in children’s health: how and why do these relationships change with age?.Psychological Bulletin, 128(2), 295.

Désert, M., Préaux, M., & Jund, R. (2009). So young and already victims of stereotype threat: Socio-economic status and performance of 6 to 9 years old children on Raven’s progressive matrices.European Journal of Psychology of Education, 24, 207-218.

Dietrichson, J., Lykke Kristiansen, I., & Viinholt, B. A. (2020). Universal preschool programs and long‐term child outcomes: A systematic review. Journal of Economic Surveys, 34(5), 1007-1043.

Dubrowski, A., Kliś, K., Żurawiecka, M., Dereń, K., Barszcz, M., Nowakowski, D., & Wronka, I. (2019). Long-term exposure to ambient air pollution in childhood-adolescence and lung function in adulthood. Respiratory Ailments in Context, 19-26.

Engels, R. C., Deković, M., & Meeus, W. (2002). Parenting practices, social skills and peer relationships in adolescence. Social Behavior and Personality: An International Journal, 30(1), 3-17.

Evans, G. W. (2004). The environment of childhood poverty.American Psychologist, 59(2), 77.

Frisvold, D. E. (2015). Nutrition and cognitive achievement: An evaluation of the School Breakfast Program. Journal of Public Economics, 124, 91-104.

Gard, A. M., Maxwell, A. M., Shaw, D. S., Mitchell, C., Brooks‐Gunn, J., McLanahan, S. S., … & Hyde, L. W. (2021). Beyond family‐level adversities: Exploring the developmental timing of neighborhood disadvantage effects on the brain. Developmental Science, 24(1), e12985.

Gardner-Neblett, N., & Iruka, I. U. (2015). Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES. Developmental Psychology, 51(7), 889-904.

Goodman, E., Huang, B., Schafer-Kalkhoff, T., & Adler, N. E. (2007). Perceived socioeconomic status: a new type of identity that influences adolescents’ self-rated health.Journal of Adolescent Health, 41(5), 479-487.

Guinote, A., Cotzia, I., Sandhu, S., & Siwa, P. (2015). Social status modulates prosocial behavior and egalitarianism in preschool children and adults.Proceedings of the National Academy of Sciences, 112(3), 731-736.

Harrison, L. A., Stevens, C. M., Monty, A. N., & Coakley, C. A. (2006). The consequences of stereotype threat on the academic performance of White and non-White lower income college students.Social Psychology of Education, 9, 341-357.

Hipp, J. R. (2007). Income inequality, race, and place: Does the distribution of race and class within neighborhoods affect crime rates?.Criminology, 45(3), 665-697.

Hirsch, E.D., & Moats, L. C. (2001). Overcoming the language gap. American Educator, 25(2), 8-9.

Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4-14.

Lee, D. B., Assari, S., Miller, A. L., Hsieh, H. F., Heinze, J. E., & Zimmerman, M. A. (2019). Positive parenting moderates the effect of socioeconomic status on executive functioning: a three-generation approach. Journal of child and family studies, 28, 1878-1885.

Le Menestrel, S., Duncan, G., & National Academies of Sciences, Engineering, and Medicine. (2019). A Demographic Portrait of Child Poverty in the United States.A Roadmap to Reducing Child Poverty.

Leonard, J. A., Mackey, A. P., Finn, A. S., & Gabrieli, J. D. (2015). Differential effects of socioeconomic status on working and procedural memory systems. Frontiers in Human Neuroscience, 9, 554.

Levesque, A. R., MacDonald, S., Berg, S. A., & Reka, R. (2021). Assessing the impact of changes in household socioeconomic status on the health of children and adolescents: a systematic review. Adolescent Research Review, 6, 91-123.

Luo, Y., Wang, Z., Zhang, H., & Chen, A. (2016). The influence of family socio-economic status on learning burnout in adolescents: Mediating and moderating effects. Journal of Child and Family Studies, 25, 2111-2119.

Malecki, C. K., & Demaray, M. K. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21(4), 375.

Milas, G., Klarić, I. M., Malnar, A., Šupe‐Domić, D., & Slavich, G. M. (2019). Socioeconomic status, social‐cultural values, life stress, and health behaviors in a national sample of adolescents. Stress and Health, 35(2), 217-224.

Mollborn, S., Lawrence, E., James-Hawkins, L., & Fomby, P. (2014). When do socioeconomic resources matter most in early childhood?Advances in Life Course Research, 20, 56-69.

Monks, H., Mandzufas, J., & Cross, D. (2022). The impact of poverty on the developing child: A narrative review.Life Course Centre Working Paper, (06).

Neitzel, A. J., Wolf, B., Guo, X., Shakarchi, A. F., Madden, N. A., Repka, M. X., … & Collins, M. E. (2021). Effect of a randomized interventional school-based vision program on academic performance of students in grades 3 to 7: a cluster randomized clinical trial. JAMA Ophthalmology, 139(10), 1104-1114.

Noble, K. G., McCandliss, B. D., & Farah, M. J. (2007). Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science, 10, 464-480.

Noble, K. G., Wolmetz, M. E., Ochs, L. G., Farah, M. J., & McCandliss, B. D. (2006). Brain–behavior relationships in reading acquisition are modulated by socioeconomic factors. Developmental Science, 9(6), 642-654.

Palacios-Barrios, E. E., & Hanson, J. L. (2019). Poverty and self-regulation: Connecting psychosocial processes, neurobiology, and the risk for psychopathology. Comprehensive Psychiatry, 9.

Perkins, S. C., Finegood, E. D., & Swain, J. E. (2013). Poverty and language development: Roles of parenting and stress. Innovations in Clinical Neuroscience, 10(4), 10-19.

Philbrook, L. E., Saini, E. K., Fuller-Rowell, T. E., Buckhalt, J. A., & El-Sheikh, M. (2020). Socioeconomic status and sleep in adolescence: The role of family chaos. Journal of Family Psychology, 34(5), 577.

Roy, A. L., McCoy, D. C., & Raver, C. C. (2014). Instability versus quality: Residential mobility, neighborhood poverty, and children’s self-regulation.Developmental Psychology, 50(7), 1891.

Russell, A. E., Ford, T., & Russell, G. (2015). Socioeconomic associations with ADHD: Findings from a mediation analysis.PLoS ONE, 10(6), 1–16.

Santiago, C. D., Wadsworth, M. E., & Stump, J. (2011). Socioeconomic status, neighborhood disadvantage, and poverty-related stress: Prospective effects on psychological syndromes among diverse low-income families.Journal of Economic Psychology, 32(2), 218-230.

Schwartz, A. E., & Rothbart, M. W. (2020). Let them eat lunch: The impact of universal free meals on student performance. Journal of Policy Analysis and Management, 39(2), 376-410.

Sosso, F. A. E., Holmes, S. D., & Weinstein, A. A. (2021). Influence of socioeconomic status on objective sleep measurement: A systematic review and meta-analysis of actigraphy studies. Sleep Health, 7(4), 417-428.

Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453.

Smith, B., Zhang, J., Pham, G. N., Pakanati, K., Raol, N., Ongkasuwan, J., & Anne, S. (2019). Effects of socioeconomic status on children with hearing loss.International Journal of Pediatric Otorhinolaryngology, 116, 114-117.

So, M., & Lynn, A. (2021). Are the Kids All Right? A Look at Flourishing among School-age Children and Youth in Minnesota. Minnesota Medical Association.

Sohr‐Preston, S. L., Scaramella, L. V., Martin, M. J., Neppl, T. K., Ontai, L., & Conger, R. (2013). Parental socioeconomic status, communication, and children’s vocabulary development: A third‐generation test of the family investment model.Child Development, 84(3), 1046-1062.

Spencer, B., & Castano, E. (2007). Social class is dead. Long live social class! Stereotype threat among low socioeconomic status individuals.Social Justice Research, 20, 418-432.

Taylor, B. M., Pearson, D. P., Clark, K., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. The Elementary School Journal, 101(2), 121-165.

Troller-Renfree, S. V., Costanzo, M. A., Duncan, G. J., Magnuson, K., Gennetian, L. A., Yoshikawa, H., Halpern-Meekin, S., Fox, N., & Noble, K. G. (2022). The impact of a poverty reduction intervention on infant brain activity.Proceedings of the National Academy of Sciences, 119(5), e2115649119.

Zhao, S., Chen, L., King, R. B., Nie, Y., Du, H., & Chi, P. (2021). When adolescents believe that SES can be changed, they achieve more: The role of growth mindset of SES. Personality and Individual Differences, 183, 111104.