Abstract
This article considers some of the issues involved in incorporating economic context into the work of educational psychologists. Section 1 is based on a content analysis of articles published in the Journal of Educational Psychology between 1994 and 1998. The analysis focuses on the measurement strategies utilized to assess socioeconomic status (SES), the social status of the research participants, and the use of SES in data analysis. In Section 2, numerous indexes of SES are described and reviewed. The article concludes by discussing several ways that SES might be treated during data analysis, with a focus on the theoretical assumptions inherent in the various strategies.
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