Abstract
Previous meta-analyses found a positive association between socioeconomic status and achievement in the United States, but none have attempted to synthesize the effect size in East Asia despite the accumulating research documenting this relationship. This study revealed a moderately positive overall effect size between SES and achievement in East Asian countries, comparable to the results of prior U.S. meta-analytic studies. These numbers were higher than expected in a centralized, standardized, and differentiated East Asian education system. A critical review of our total sample of 77 studies revealed a mixed picture. While half omitted any discussion of differences, the SES-achievement relationship tended to be described as weaker in East Asia, but strengthening over time and becoming increasingly similar to that observed in Western industrialized liberal economies. Wealth and achievement displayed non-linear negative associations in China, raising the need to revisit social stratification processes and their interaction with education in East Asia.
| Original language | English |
|---|---|
| Pages (from-to) | 29-42 |
| Number of pages | 14 |
| Journal | International Journal of Educational Research |
| Volume | 97 |
| DOIs | |
| Publication status | Published - 2019 |
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All Science Journal Classification (ASJC) codes
- Education
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Is socioeconomic status less predictive of achievement in East Asian countries? A systematic and meta-analytic review. / Kim, Sung won.
In: International Journal of Educational Research, Vol. 97, 2019, p. 29-42.Research output: Contribution to journal › Article
TY - JOUR
T1 - Is socioeconomic status less predictive of achievement in East Asian countries? A systematic and meta-analytic review
AU - Kim, Sung won
PY - 2019
Y1 - 2019
N2 - Previous meta-analyses found a positive association between socioeconomic status and achievement in the United States, but none have attempted to synthesize the effect size in East Asia despite the accumulating research documenting this relationship. This study revealed a moderately positive overall effect size between SES and achievement in East Asian countries, comparable to the results of prior U.S. meta-analytic studies. These numbers were higher than expected in a centralized, standardized, and differentiated East Asian education system. A critical review of our total sample of 77 studies revealed a mixed picture. While half omitted any discussion of differences, the SES-achievement relationship tended to be described as weaker in East Asia, but strengthening over time and becoming increasingly similar to that observed in Western industrialized liberal economies. Wealth and achievement displayed non-linear negative associations in China, raising the need to revisit social stratification processes and their interaction with education in East Asia.
AB - Previous meta-analyses found a positive association between socioeconomic status and achievement in the United States, but none have attempted to synthesize the effect size in East Asia despite the accumulating research documenting this relationship. This study revealed a moderately positive overall effect size between SES and achievement in East Asian countries, comparable to the results of prior U.S. meta-analytic studies. These numbers were higher than expected in a centralized, standardized, and differentiated East Asian education system. A critical review of our total sample of 77 studies revealed a mixed picture. While half omitted any discussion of differences, the SES-achievement relationship tended to be described as weaker in East Asia, but strengthening over time and becoming increasingly similar to that observed in Western industrialized liberal economies. Wealth and achievement displayed non-linear negative associations in China, raising the need to revisit social stratification processes and their interaction with education in East Asia.
UR - http://www.scopus.com/inward/record.url?scp=85068155992&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85068155992&partnerID=8YFLogxK
U2 - 10.1016/j.ijer.2019.05.009
DO - 10.1016/j.ijer.2019.05.009
M3 - Article
AN - SCOPUS:85068155992
VL - 97
SP - 29
EP - 42
JO - International Journal of Educational Research
JF - International Journal of Educational Research
SN - 0883-0355
ER -