Socio-economic status has major effects on math achievement,educational aspirations and future job expectations of elementary school children in Thailand |
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| Institution: | 1. Chulalongkorn University, Bangkok, 10330 Thailand;2. St. John''s University, Jamaica, NY 11439, U.S.A.;2. Department of General, Abdominal and Vascular Surgery, University Hospital, Magdeburg, Germany;3. Department of Trauma Surgery, Klinikum rechts der Isar, Technical University of Munich, Munich, Germany;1. Departments of Mathematics and Curriculum and Instruction, University of Idaho, 875 Perimeter Drive MS 1103, Moscow, ID 83844-1103, United States;2. Department of Mathematics, University of Idaho, 875 Perimeter Drive MS 1103, Moscow, ID 83844-1103, United States;3. Department of Curriculum and Instruction, University of Idaho, 875 Perimeter Drive MS 3082, Moscow, ID 83844-3082, United States;4. Palouse Prairie Charter School, 500 S. Levick St., Moscow, ID 83843, United States;1. Universitat Autònoma de Barcelona, Department of Sociology, Edifici B, 08193 Bellaterra, Spain;2. Department of Human Geography, Planning and International Development, University of Amsterdam, PO Box 15629, 1001 NC Amsterdam, The Netherlands |
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| Abstract: | This study was designed to investigate the effects of specific variables on the math achievement of 5th-grade children. It involved a random sample of 373 families (parents and children) from a larger pool of 685 families residing in Bangkok, Thailand. We utilized Walberg's productivity model by analyzing the interconnections among a diverse set of family prcesse, family structure, and SES variables within the home environment section of the model. Campbell's differential socialization paradigm was used to analyze the gender differences. The results of the study show that certain family processes (support and intellectual resources) had positive effects on math achievement, while other processes (excessive pressure and help) had negtive effects. Another key finding is that Walberg's home environment factor was found to contain a mix of SES, family structure variables, and family processes. These variables have strong effects on children's overall academic achievement, academic self-concepts, and math achievement. The SES variables were found to be especially important in Thailand. The authors propose the establishment of parent training programs, particularly for low SES families, as a way to increase children's math achievement, aspirations, and future job expectations. |
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