| REVIEW ARTICLE |
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| Year : 2015 | Volume
: 2
| Issue : 2 | Page : 36-42 |
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Rethinking the place of socioeconomic status identity in students' academic achievement
Chetan Sinha1, Arvind Kumar Mishra2
1 Department of Psychology, Christ University, Bengaluru, Karnataka, India
2 Zakir Husain Centre for Educational Studies, Jawaharlal Nehru University, New Delhi, India
Correspondence Address:
Chetan Sinha
Department of Psychology, Christ University, Bangaluru, Karnataka
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/2395-2555.170724
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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. |
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