The role of academic self-concepts, parent expectations and teacher-student interactions in socio-economic gaps in educational attainment.

Abstract

Background: Low socio-economic status (SES) is a persistent risk factor for educational attainment. Parent expectations and student's academic self-concepts contribute to this link; however, few studies have examined how changes in these constructs over time contribute to SES gaps in attainment and how teachers may buffer against the consequences of these changes.

Aims: We examine SES differences in (a) changes in parent expectations and academic self-concepts from primary to secondary school and (b) interactions between teacher-student interaction quality and parent expectations to uncover the role these processes play in SES differences in attainment.

Sample and methods: Using the Growing Up in Ireland cohort (N = 5190), children reported on their academic self-concepts (9 and 13 years); quality of teacher interactions (13 years); and third-level attainment (20 years). Primary caregivers reported on their educational expectations and SES (9 and 13 years).

Results: From 9 to 13 years, children from low SES families experience a steeper drop in academic self-concept and no rise in their parents' expectations compared with their high SES peers. Both initial levels and changes in children's self-concepts and parents' expectations predicted attainment, with parents' expectations a stronger influence in low SES families. Teacher-child interactions at age 13 moderated the effect of parents' expectations on attainment; however, this was cumulative for low SES children and compensatory for high SES children.

Conclusions: We discuss how findings regarding these developmental processes can be used in school policy and practices aimed at addressing SES differences in educational attainment.