SSR Seminar Series: Meta-Insights on the Relationships among Socioeconomic Status, Parenting, and Student Learning

The presentation discusses the evidence from three large-scale studies on the relationships among socioeconomic status (SES), parenting, and student learning. The first study synthesises findings from 98 studies dated 2000-2017 to provide insights on the role of SES and parental involvement in student learning. It identifies parental involvement practices that contributes the most to students’ learning, thereby addressing the question by many parents and social service agencies as to what parents should do to maximise children’s learning. The second study illuminates how SES influences students’ learning indirectly by shaping their attitudes and beliefs. Results from the analysis of data from more than 5,000 students and their parents/guardians in Hong Kong who participated in the Programme for International Student Assessment (PISA) 2015 challenge our understanding regarding how best to empower students in their learning. The final study investigates how school SES may influence student learning beyond the family. It synthesises findings from 97 studies dated 2000-2020 to show that the school SES effect on student learning is large and that this effect size is associated with some school attributes and processes more than others. The findings have the potential to inform education policy and practice on school effectiveness and improvement.