Socioeconomic status is the blend of economic and sociological measures of an individual work

experience and the economic and social position of an individual or family in connection to
others on the premise of income, educational level and occupational status. For the
investigation of a family socioeconomic status, the household income, education of earner and
occupation are checked and in addition consolidated wage contrasted and a person, when their
own attributes are assessed. Socioeconomic status is by and large partitioned into three
categories i.e., high socioeconomic status, middle socioeconomic status and low socioeconomic
to clarify the three fields a family or an individual may fall into. At the point when putting a
family or individual into one of these classifications, any or the majority of the three variables
i.e., income, education, and occupation can be investigated and evaluated.

2016 I M Bhat, J Joshi, I Wani; licensee IJIP. This is an Open Access Research distributed under
the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and
reproduction in any Medium, provided the original work is properly cited.

Rich source of literature is available which highlights the impact of socio economical status on
academic performance like Suleman et al., (2012) who found that children with strong
socioeconomic status show better academic performance in comparison to those with poor
socioeconomic status, they showed poor and unsatisfactory academic performance

Saifi (2011) investigated the effect of socioeconomic status on student’s performance. Results
revealed that parental education and occupation and facilities at home affect the student’s
achievement.

© 2016 I M Bhat, J Joshi, I Wani; licensee IJIP.

Research Scholar Dept. of Psychology B.U. Bhopal, (M.P), India

SES affects overall human functioning, including our physical and mental health. Low SES and its
correlates, such as lower educational achievement, poverty and poor health, ultimately affect
our society. Inequities in health distribution, resource distribution, and quality of life are
increasing in the United States and globally. Society benefits from an increased focus on the
foundations of socioeconomic inequities and efforts to reduce the deep gaps in socioeconomic
status in the United States and abroad.

Brown, M. G., Wohn, D. Y., & Ellison, N. (2016). Without a map: College access and the online practices
of youth from low-income communities.  Computers & Education,  92, 104-116.
doi:10.1016/j.compedu.2015.10.001
The study showed that students in developed countries have a higher SES level
but students in developing countries have a low SES in comparison to developed
countries. It is clear that higher SES leads to higher student achievement and
lower SES leads to lower academic achievement.

Bowden, M., & Doughney, J. (2010). SocioEconomic Status, Cultural Diversity

and the Aspirations of Secondary Students in the Western Suburbs of
Melbourne, Australia. Higher Education, 59(1), 115-129. Retrieved from
http://www.jstor.org/stable/25622168

The foundations of socioeconomic inequities and the educational outcomes of efforts to

reduce gaps in socioeconomic status are of great interest to researchers around the world,
and narrowing the achievement gap is a common goal for most education systems. This
review of the literature focuses on socioeconomic status (SES) and its related constructs, the
association between SES and educational achievement, and differences among educational
systems, together with changes over time. Commonly-used proxy variables for SES in
education research are identified and evaluated, as are the relevant components collected in
IEA’s Trends in International Mathematics and Science Study (TIMSS). Although the literature
always presents a positive association between family SES and student achievement, the
magnitude of this relationship is contingent on varying social contexts and education systems.
TIMSS data can be used to assess the magnitude of such relationships across countries and
explore them over time. Finally, the literature review focuses on two systematic and
fundamental macro-level features: the extent of homogeneity between schools, and the
degree of centralization of education standards and norms in a society.

Bofah, E. A., & Hannula, M. S. (2017). Home resources as a measure of socio-economic status
in Ghana.  Large-scale Assessments in Education, 5(1), 1–15.CrossRefGoogle Scholar

.
In conclusion, previous studies have revealed that family SES is positively associated with
greater cognitive abilities, brain volume, and FA (white matter structural property). These
findings were at least partly replicated in the present study involving young adults with a high
educational qualification. The present study revealed that family income was associated with
microstructural properties of the thalamus (females with greater family income show lower MD
and males showed opposite patterns), which plays a key role in basic information processing in
the brain

Hair, N. L., Hanson, J. L., Wolfe, B. L., and Pollak, S. D. (2015). Association of child poverty, brain
development, and academic achievement. JAMA Pediatrics 169, 822–829. doi:
10.1001/jamapediatrics.2015.1475
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