The Impact of Parental Socioeconomic Status on Social Behavior of Students

Abstract

This study investigates the intricate relationship between parental socioeconomic status (SES) and the social behaviour of students at the higher secondary level. Drawing upon a comprehensive review of literature, theoretical frameworks, and empirical evidence, this research aims to elucidate the multifaceted ways in which parental SES influences various aspects of students' social behaviour during their higher secondary education years. Through a descriptive approach, questionnaire data were collected from a diverse sample of higher secondary students from different socioeconomic backgrounds. The study explores the nature of the influence of parental SES on students' peer relationships, interpersonal skills, participation in extracurricular activities, and overall social integration within the school environment. Additionally, mediating factors such as parental involvement, family dynamics, access to resources, and community support will be examined to better understand the mechanisms through which SES impacts students' social behaviour. Furthermore, the research investigated the long-term implications of socioeconomic disparities in social behaviour, both academically and in terms of students' overall well-being and future opportunities. The findings of this study are expected to contribute to a deeper understanding of the complex interplay between parental SES and students' social behaviour at the higher secondary level, with implications for educational practice, policy, and interventions aimed at promoting equity and inclusivity in higher secondary education settings.