There are many relationships that can be found between socioeconomic status and academic achievements in students. (no period) (Woolfolk, Winne, & Perry, 2000). There has been much research evidence found to show that high-SES students of all ethnic groups display higher average levels of achievement and stay in school longer than low-SES students. (Alwin & Thornton, 1984; Goleman, 1988; White, 1982).
             Other research studies have found that when SES is measured solely in terms of parents¡ education, income, or occupation, the relationship between SES and achievement is stronger than when it is measured in terms of family atmosphere variables such as parents¡ attitudes toward education, their aspirations for their children, or the intellectual activities of the family. (Woolfolk, Winne, & Perry, 2000). Ultimately then, this shows that the actual attitudes and behaviours of the child¡s family life is more important than the lack of income. good On a personal experience, I strongly agree with this finding. I do not come from a high-income family, but because my parents have always placed a strong emphasis on the value of education, I feel it is the family atmosphere I was raised in that has allowed me to reach high academic achievements. I can still recall from my childhood of my parents¡ constant lectures on the importance of education, their efforts to take me to the library,or to enroll me in extra-curricular academic activities. well done!
             There are four theories explaining the relationship between low socioeconomic status and lower school achievement among low-SES students. They are low expectations - low self-esteem, learned helplessness, resistance cultures and tracking.
             Low expectations ¡V low self-esteem is related to the teacher and classmates assuming that the student is not bright, due to wearing old clothes, speaking ungrammatically, or being less familiar with books and school activities. In the classr...