Rethinking the place of socioeconomic status identity in students' academic achievement

Abstract

The present review attempts to understand the role of social class disparities in academic achievement domain. The issue of socioeconomic status (SES) and academic achievement gap has been observed from different perspectives. In explaining the phenomena of the academic achievement gap, literature from the observers' viewpoint, indicated toward SES and the individual level factors such as home resource and ability. This undermined actor' perspectives and experiences influenced by macro-level facets eventually shape the subjective belief system of the individual. Thus, the present review concludes that, (a) SES as social structure and individual as agency are not separate, but mutually constituted aspects of society and (b) this aspects of society forming one's identity which operates situationally in a domain of ability and achievement, framed in the comparative context of dominant identity binaries.