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Socioeconomic Status and Children’s Math Proficiency Development: The Role of Parental Math Expectation, Investment, and Involvement

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  • Mst. Khadezatul Kobra

    (Assistant Professor, Department of Social Work. Pabna University of Science and Technology, Pabna, Bangladesh)

  • Md. Emaj Uddin Ph.D

    (Professor, Department of Social Work, University of Rajshahi, Rajshahi-6205, Bangladesh)

  • G. M. Abdul Wahab Ph. D

    (Professor, Department of Social Work, University of Rajshahi, Rajshahi-6205, Bangladesh)

  • Md. Awal Kabir Ph. D

    (Assistant Professor, Department of Social Work. Pabna University of Science and Technology, Pabna, Bangladesh)

Abstract

Parental investment mechanisms underlying the relations between socioeconomic status (SES)and primary math proficiency are not well-understood. Using the lens of parental expectation, parental investment and parental stress model, present study narratively reviewed relevant literature on parental math expectation, math investment and math involvement that mediates the relations between SES and primary math proficiency. Evidence suggests that compared to high-SES parents, low-SES parents have low math expectation, poor math investment and math involvement by which low-SES influences poor math proficiency development over the primary schooling. Further research is necessary to confirm the parental investment pathways by which low-SES compared to high-SES influences children’s poor math proficiency during primary grades.

Suggested Citation

  • Mst. Khadezatul Kobra & Md. Emaj Uddin Ph.D & G. M. Abdul Wahab Ph. D & Md. Awal Kabir Ph. D, 2024. "Socioeconomic Status and Children’s Math Proficiency Development: The Role of Parental Math Expectation, Investment, and Involvement," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(4), pages 1333-1344, April.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:4:p:1333-1344
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    References listed on IDEAS

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