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• W248173842 abstract "Recent review of Indian studies exploring the psychology of social class and academic achievement found the major role of deficit socioeconomic status and abilities (see Srivastava, 2009). As Indian educational context is an amalgamation of many submerged identities and it depends upon the situation which makes the perceptions of identity more intense and thus effecting individuals' behaviour. The debate among social scientists in India mostly encircled around meritocracy and inequality (Karlekar, 1983). The supporters of meritocracy emphasized the role of human agency in their research such as ability, intelligence, aptitude etc which seems to be regulating the educational outcomes. The identification of the problem either in the deficit traits and social class, that is, socioeconomic status remained the most important explanation of academic achievement gap till now (Sidhu, Malhi, & Jerath, 2010; Srivastava, 2009; see also Sen, 1999; Stephens, Markus, & Fryberg, 2012). Examining the US population, Sirin (2005) observed the decreasing relationship between objective socioeconomic status (SES) and academic achievement. This raised the need to understand relationship between perception of SES as one's social class and academic achievement. Previous literature reported the relationship between SES and academic achievement in terms of objective indicators, for example, Oakes and Rossi (2003) explained SES on the basis of material wealth, occupation, and participation in educational and social institutions. Therefore, it is equally important to examine whether the emerging social class identity also shows the same effect on academic achievement?SES, Identity Processes and Academic AchievementThe issue of SES and academic achievement gap has been observed from different perspectives (Steele, 2010). In explaining the phenomena of achievement gap from the observers' viewpoint (i.e. cognitive ability and motivation) mostly the individual level factors were held responsible. The low performance or high performance of individual seems to be mostly observed in the deficiency or sufficiency of the ability/competence or the resources of the individual. Overemphasis on the individual agencies and lack of resources put macro-level variables such as situations and contexts on low score which are supposed to shape one's subjective belief system.One of the prominent social identity contingencies in the educational domain, that is, stereotype threat (Steele & Aronson, 1995; Steele, 1997; Steele, Spencer, & Aronson, 2002) yielded critical insights in understanding the construct academic achievement. In social class domain, stereotype threat among low social class children regarding ability was found to have negative effect (Croizet & Claire, 1998; see also Sinha & Mishra, 2013). Stereotype threat undermines low status group test performance by forcing them to question who they are whereas there group identity bolsters their academic performance by affirming their sense of who they are (see Helms, 2006; Jones, 1997; Oldmeadow & Fiske, 2010). Human beings were assumed to be passive victims of this effect and they use various strategies to maintain their positive self concept deriving from their group membership which seems to be devalued in the specific domain leading to lose of interest and disidentification with schooling (Crocker & Major, 1989). This collective self-esteem (Luhtanen & Crocker, 1992) influences how the individuals' may respond and feel efficacious when their social group's representation is called into question (see Leach, Queirolo, DeVoe, & Chemers, 2003).Measures of SESThough SES and social class had been used in the literature interchangeably, the perceptions or subjective meanings derived from one's socioeconomic position have not been researched extensively in Indian educational domain (see Srivastava, 2009). The meaning of SES limits itself to various objective indicators but shift has been observed when meaning is extracted from the word social class. …" @default.
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• W248173842 date "2014-05-01" @default.
• W248173842 modified "2023-09-28" @default.
• W248173842 title "The Illusion of Social Class Identity and Academic Performance: Exploring the Role of Father Education as an Indicator of Socioeconomic Status" @default.
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