CHAPTER 2

RELATED REVIEW LITERATURE

According to Hernández, Cascallar, Kyndt (2020) Previous educational research has extensively
investigated the relationship between socio-economic status (SES) and academic performance. In higher
education, however, this relationship still deserves a comprehensive examination given both practical
and conceptual reasons. To attend to this need, a mixed-methods systematic literature review of 42
studies has been carried out. In the first part, a summative content analysis examines how SES and
academic performance are measured.

Saifi (2011) examined how socioeconomic status affected students' performance. The findings
showed that a student's achievement is influenced by parental education, occupation, and home
amenities.

According to Eamon (2005), students with low parental socioeconomic status do not perform
well in school. Findings also indicated that low parental socioeconomic position is negatively connected
with students' academic achievement because it limits access to learning sources and resources for the
person.

To the role of socio-structural barriers and the interaction of mindsets with these socioeconomic
factors Recently, researchers have become more conscious of the improvement, socioeconomic factors
must be examined alongside psychological variables that recognize relevant psychological phenomena
according to Kraus et al. (2011); Manstead (2018).

There is a wealth of literature that discusses the relationship between socioeconomic class and
academic ability, such as Sulemanet al., (2012) found that children with a strong socioeconomic standing
do better academically than those with a poor socioeconomic level, who performed poorly and
unsatisfactorily.

According to Perry (2012) It is well known that socio-economic status (SES) at both the student
and school level is associated with educational outcomes. Students from higher social backgrounds, on
average, have greater educational outcomes than their less privileged peers. Also, a student that attends
a school that enrolls students from primarily high social backgrounds will, on average, have greater
educational outcomes than if she attended a school that enrolled students from low social backgrounds.
School SES is related to student outcomes through a complex array of factors, including the quality of
curriculum and instruction, resources and the learning environment.

This article reviews the research literature about the relationship between school socio-
economic composition and student outcomes, the mechanisms by which the relationship is enacted in
schools, as well as the structural features of education systems that influence how students from
varying social backgrounds are distributed across schools. I conclude with suggestions for future
research.

Mindset researchers, on the other hand, have rarely examined the role of socioeconomic status
and other structural factors in their research, instead emphasizing the influence of individual beliefs This
limitation is not unique to mindset research. However, in psychological research, it reflects the overall
trends

According to Oishi (2014). Therefore, neglecting the broader social ecology may send the wrong
message to policymakers, leading to a "blame the victim" mentality. As a result, it is critical to be
sensitive.