low-SES Backgrounds Research Articles

Bridging the Literacy Gaps: Examining the Impact of the Morphoread Intervention on the Reading Achievement of Children From Low SES Backgrounds

This study examined an intervention program designed to enhance reading comprehension among struggling readers from low socioeconomic backgrounds by improving their understanding of word structure and meaning. Delivered by college education students, the program targeted second-grade students. Change scores in morphological awareness (MA), reading, spelling measures, and reading motivation were compared among the intervention group, a school-based support group, and typical readers. Results showed academic improvements across all groups. Differences were noted in MA and reading measures, with both struggling reader groups showing higher improvement in word reading tests than typical readers. The intervention group outperformed the school-based group in orthographic word recognition, reading comprehension, spelling, and MA. No significant differences were found in reading motivation change scores. However, the intervention group showed better overall improvement in reading and language measures and self-concept as a reader. Findings highlight the importance of MA in enhancing lexical representations and reading acquisition.

Depression and excessive internet use: The mediating roles of anxiety and intellectual difficulties

The Internet has become an integral part of modern life, providing easy access to resources that fulfill various human needs. This study examines the factors influencing Excessive Internet Use (EIU) among adolescents, with a focus on mental health, intellectual difficulties and sociodemographic factors, to better understand risk factors and inform targeted interventions. A total of 155,166 adolescents aged 13–17 years participated in this questionnaire-based study, utilizing national survey data. The findings reveal a social gradient in EIU, with disadvantaged groups—such as girls, sexual minorities, and those from lower/middle socioeconomic statuses—showing a higher tendency towards EIU compared to advantaged groups, including boys, heterosexuals, and individuals from higher SES backgrounds. Regression analysis identified intellectual difficulties and anxiety disorders as the strongest predictors of EIU. Mediation analysis underscore the mediating roles of anxiety and intellectual difficulties in the relationship between depressive symptoms and EIU. The moderation analysis indicated that the relationship between depressive symptoms and EIU was weaker among disadvantaged adolescents. The findings suggest that interventions addressing EIU should be tailored to the specific needs of disadvantaged groups, particularly girls, sexual minorities, and those from lower-SES backgrounds, who are at higher risk. Additionally, the attenuated impact of depressive symptoms on EIU in these groups indicates that anxiety disorders and intellectual difficulties may play a more critical role in driving EIU, highlighting the importance of comprehensive mental health strategies that extend beyond treating depression alone.

Development of morphological awareness in Arabic: the role of morphological system and morphological distance

AbstractThis study is a cross-sectional developmental investigation of inflectional and derivational morphological awareness (MA) in Arabic diglossia. It examines the impact of the morphological distance between Spoken Arabic (SpA) and Standard Arabic (StA) on inflectional morphological awareness and derivational morphological awareness in a sample of 200 speakers of Palestinian Arabic (PA) in 2nd through 10th grade from mid-high and low SES backgrounds (N = 40 per grade, 20 per SES group). Eight MA tasks using morphological analogies and sentence completion were used that tested inflectional MA and derivational MA in SpA and in StA. Results showed a growth in inflectional and in derivational awareness across grades in both SES groups despite generally higher scores in the mid-high SES group. More interestingly, the results showed a consistent effect of morphological distance on morphological awareness in both morphological systems and in both SES groups, with MA for unique StA morphological structures lower than that for structures available in SpA. Moreover, the impact of morphological distance was more prominent in younger than in older children and in low than in mid-high SES. Finally, when morphological awareness in SpA was tested, inflectional awareness was higher than derivational awareness and showed a shorter cross-sectional developmental trajectory, reflecting universal linguistic and distributional properties of inflections. In contrast, when morphological awareness in StA was analyzed, inflectional awareness was lower than derivational awareness and showed a longer trajectory reflecting the wider linguistic distance between SpA and StA in inflectional morphology. The results underscore the significance of morphological system characteristics and morphological distance in understanding morphological awareness development in Arabic.

How Does Social Inequality Alter Relationships Between Porous Cranial Lesions and Mortality? Examining the Relationship Between Skeletal Indicators of Stress, Socioeconomic Status, and Survivorship in a Pediatric Autopsy Sample.

In prior exploration of modern and archeological populations, lower SES has been associated with an increased risk of mortality. However, SES is often difficult to ascertain in archeological populations. Thus, explorations of skeletal lesions and their association with mortality may be subject to confounding factors that alter the strength and/or direction of this association. The present study uses data from a modern, documented coronial pediatric dataset to examine the association between porous cranial lesions (PCLs) (cribra orbitalia [CO] and porotic hyperostosis [PH]) and age at death while controlling for SES, as inferred through housing type, with manufactured or apartment housing identified as reflecting individuals from lower SES backgrounds in this context. We include 887 (535 males, 352 females) individuals aged 0.5-20.9 years from New Mexico who died between 2011 and 2022. Kaplan-Meier survival analysis was used to assess survivorship as related to PCLs and SES. Low SES is associated with lower survivorship. CO does not have a significant association with age at death when not controlling for SES; PH alone is associated with older age at death. Disadvantaged individuals with PCLs have significantly reduced survivorship than those with higher SES. The findings of this study demonstrate that low SES results in reduced survivorship, and those with low SES and PCLs have worse survivorship than less disadvantaged individuals with PCLs. Thus, the strong contribution of SES to mortality necessitates the consideration of the sociocultural context as a confounding factor when examining associations between variables of interest (such as lesions) and mortality in both past and present populations.

Person-Environment Fit and Socioeconomic Status in Medical School

Abstract Purpose This study examined the impact of socioeconomic status (SES) on medical education in the context of person-environment fit (PE fit) theory, and specifically focused on the medical school experiences of students from lower-SES backgrounds. Method A constructivist approach was used in this qualitative study of 48 medical students from 27 US medical schools, all of whom self-identified as first-generation college graduates and/or being from a lower-income background (30 were both). Semi-structured audio-only interviews were conducted with these demographically and geographically diverse students from November 2021 through April 2022. Themes were identified using open coding and content analysis software. Results Almost all, 44 of 48, interviews included themes related to PE fit. Medical students indicated three interacting domains in which PE fit is relevant for them: (1) school, (2) clinical, and (3) professional environments. Learners from lower-SES backgrounds describe struggling to navigate multiple environments that are unfamiliar, culturally complex, and both personally and financially costly. They also describe ways they are addressing gaps, generating positive changes, supporting underserved patients, and broadening the perspectives of peers and educators. Conclusions PE fit theory provides a lens to understand unique aspects of lower-SES medical student experiences, including navigation of professional identity formation. It is critical for medical schools, funders, peers, and professional communities to sustain learning environments that support the flourishing of medical students from lower-SES backgrounds. This support includes transferring the burden of addressing fit from individual learners and marginalized classes of learners to educational, clinical, and professional organizations.

What makes a successful artist?

ABSTRACT This study seeks to identify which factors of an artist’s background and demographic characteristics (age, race, gender, education, location as a child, and family SES) correlate with successful career outcomes (quality of gallery representation, representation in museum exhibitions and collections). Using a sample of 930 artists, created by random sampling from a catalog of represented artists merged with public data on demographic, SES, and educational backgrounds, we conducted a multivariate analysis on differences in artist outcome. Findings suggest a substantial female penalty in gallery representation and museum exhibitions. While an education premium exists, measured by attending top-tier BFA/MFA programs, it does not affect all artists similarly – female artists do not receive gains in the same way that male artists do, while artists from lower SES backgrounds are less likely to attend such programs. We also find that previous cohorts of artists are more established in the modern art world.

Tailored text-messaging versus standard Quitline telephone counselling for smoking cessation among people who smoke from a low-socio-economic status background in Australia: A study protocol for a non-inferiority randomized controlled trial (The Quit By Phone Study).

Signficant inequalities in tobacco smoking exist, with higher smoking rates among people from low-socio-economic status (low-SES) populations. Tailored technology-based programs for low-SES smoking populations have the potential for high reach, but require effectiveness data from large-scale trials. This trial among Australians who smoke from a low-SES background will determine the effectiveness and cost-effectiveness of tailored text-message (TTM) support compared with standard Quitline (SQL) telephone support service. This is a two-arm, parallel group, randomized, non-inferiority trial with allocation concealment and blinded outcome assessment in an Australian population within the greater Sydney region in New South Wales. Participants are adults who smoke daily (n = 1246), are interested in quitting and currently receiving a government pension or allowance, and will be recruited via advertisements. Participants will be randomized (1:1 ratio) to receive either 12 months of TTM quit support or enrolment in SQL telephone support. Assessments will be completed at baseline (telephone interview), within 1 month (check-in call), at 3months (on-line questionnaire) and 12 months (telephone interview) post-randomization. The primary outcome will be 6-month continuous abstinence verified by carbon monoxide breath test at 12-month follow-up. The study will test whether TTM is non-inferior to SQL by a non-inferiority margin of 2%, i.e. the quit rate in the TTM group will be no worse than 2% less than the quit rate in the SQL group. Secondary outcomes will include self-reported continuous and point prevalence abstinence and acceptability and cost-effectiveness of TTM versus SQL. Should the tailored text-message support prove non-inferior and more cost-effective than Quitline for this population, this will provide an opportunity for the upscaling of an effective, inexpensive and tailored quit support service. The trial findings will inform cessation treatment policy for priority populations in Australia and globally.

Socioeconomic Status, Stress, and Cancer-related Fatigue among Chinese American Breast Cancer Survivors: The Mediating Roles of Sleep.

Sleep-related issues may be one significant pathway through which socioeconomic disadvantages are associated with worse self-reported states in cancer. The present study examined the relationships between SES (income and education level) and two important biobehavioral factors (cancer-related fatigue and perceived stress), as well as mediation through sleep-related problems (sleep medication use, daytime dysfunction, and sleep quality) among a sample of Chinese American breast cancer survivors. 136 Chinese American breast cancer survivors completed a self-reported questionnaire. We found that relative to those with the lowest annual household income, those with the highest income have lower perceived stress. This relationship was mediated by lower sleep quality. Relative to those with a high school degree or less, those with graduate degrees have lower daytime dysfunction, and in turn lower cancer-related fatigue. Our findings point to the importance of addressing sleep-related issues, perceived stress, and cancer-related fatigue among Chinese American breast cancer survivors with low SES backgrounds.

Mindsets, contexts, and college enrollment: Taking the long view on growth mindset beliefs at the transition to high school.

Socioeconomic disparities in academic progress have persisted throughout the history of the United States, and growth mindset interventions-which shift beliefs about the malleability of intelligence-have shown promise in reducing these disparities. Both the study of such disparities and how to remedy them can benefit from taking the "long view" on adolescent development, following the tradition of John Schulenberg. To do so, this study focuses on the role of growth mindsets in short-term academic progress during the transition to high school as a contributor to longer-term educational attainment. Guided by the Mindset × Context perspective, we analyzed new follow-up data to a one-year nationally representative study of ninth graders (National Study of Learning Mindsets, n = 10,013; 50% female; 53% white; 63% from lower-SES backgrounds). A conservative Bayesian analysis revealed that adolescents' growth mindset beliefs at the beginning of ninth grade predicted their enrollment in college 4 years later. These patterns were stronger for adolescents from lower-SES backgrounds, and there was some evidence that the ninth-grade math teacher's support for the growth mindset moderated student mindset effects. Thus, a time-specific combination of student and teacher might alter long-term trajectories by enabling adolescents to develop and use beliefs at a critical transition point that supports a cumulative pathway of course-taking and achievement into college. Notably, growth mindset became less predictive of college enrollment after the onset of the COVID-19 pandemic, which occurred in the second year of college and introduced structural barriers to college persistence.

Early Parental Knowledge and Parent-Child Conversations Promote Preschool Language Skills: A Randomized Controlled Trial

ObjectiveThis randomized controlled trial examined the long-term impact of the 3Ts-HV intervention on preschool-aged children’s language skills through promoting parental knowledge and parent-child conversational turns during toddlerhood among families from low-socioeconomic status backgrounds, controlling for parental education level, parental language skills, and child’s age. MethodsNinety two parent-toddler dyads of low socioeconomic status were randomized to receive either the 3Ts-HV intervention (n = 46) or Healthy Lifestyle control (n = 46) curriculum from 14 to 20 months. Parental language skills were assessed at 14 months; parental knowledge was assessed at 14 and 26 months; parent-child conversational turn count was assessed at 14 and 38 months; children’s language skills were assessed at 50 months. ResultsA significant serial mediation effect (β = 0.05, 95% CI [0.002; 0.13]) revealed that the 3Ts-HV intervention increased parental knowledge at 26 months, contributed to more frequent parent-child conversational turns at 38 months, and in turn promoted children’s language skills at 50 months. ConclusionsThe present study provides empirical evidence illustrating the underlying longitudinal processes from increasing parental knowledge and enriching parent-child linguistic interactions during toddlerhood, to promoting children’s language development at preschool age. These findings point to a significant path to supporting families who face socioeconomic challenges early in life to promote equity in children’s early language experiences and narrow disparities in children’s developmental outcomes.

Socio-economic status, school performance, and university participation: evidence from linked administrative and survey data from Australia

AbstractDespite being a target of various policy interventions across developed countries, disparities in higher education participation among students from different socio-economic backgrounds remain persistent. While previous literature has outlined the processes through which parental resources can shape students’ educational decisions and pathways, the evidence remains scarce on how the effects of social origin on the participation in higher education vary along the academic performance distribution. Utilising multilevel models applied to large-scale linked administrative and survey data from Australia, this study explores how the participation in higher education varies along the students’ performance distribution by their social origins. Our results show that the effects of social origins on university participation are most pronounced in the middle of the academic performance distribution and taper off towards either end. Consideration is also given to exploring different ways to capture socio-economic status (SES) (i.e. through parental education and occupation) as an indicator of social origins. The results show that parental education serves as a better predictor of students’ university participation than does parental occupation. The paper discusses the implications of these findings for educational policies aimed at increasing university participation among individuals from low-SES backgrounds.

The influence of socio-economic status on child temperament and psychological symptom profiles.

The influence of socio-economic status (SES) on child temperament and psychological symptoms was examined using a nationally representative sample in Singapore. Data were available for 2169 children from 1987 families. Caregivers' reports were obtained on children aged 4-6. SES was operationalized as an aggregation of household income per capita, parental education level and housing type. Compared to their counterparts from higher SES families, children from low-SES families tended to exhibit (a) higher negative affectivity but lower effortful control, and (b) higher internalizing and externalizing symptoms. In addition, children with a 'resilient' temperamental profile (i.e. low negative affectivity and high effortful control) were more likely to come from families with much higher SES, relative to children with other profiles. Children with high internalizing symptoms tended to come from low-SES backgrounds, regardless of their externalizing symptoms. Among children with low internalizing symptoms, those with high externalizing symptoms came from lower SES backgrounds compared to those with low externalizing symptoms. Parental warmth and distress mediated the association between SES and child temperament and symptom profiles, with the exception of distress in the SES-temperament link. These findings supported the family stress model and highlighted the novel perspective of SES's influence on configurations of child temperament and symptom characteristics.

What makes a good general practice consultation? An exploratory pilot study with people from a low socioeconomic background.

While patients from low socioeconomic (SES) backgrounds are at increased risk of developing chronic health conditions, typically managed within general practice, they report fewer positive consultation experiences with GPs than patients from higher SES groups. To our knowledge, existing research does not provide an in-depth understanding of the GP conducts that contribute to positive consultations. To identify the factors that patients from low SES backgrounds perceive as essential for creating good consultation experiences. This exploratory pilot study was performed in GP clinics in Melbourne, Australia. We used an appreciative inquiry approach, focused on positive consultation experiences, previously shown to be helpful for researching sensitive topics. Nine patients from low SES backgrounds, who reported positive consultation experiences, undertook a semi-structured qualitative interview while watching the video recording of their GP consultation. Four different GPs were captured in the recordings. Inductive thematic coding was performed by two researchers. The following four categories were developed: 1) the doctor's demeanour and how the patient was made to feel during the consultation drove their engagement; 2) an established and collaborative therapeutic relationship was of high importance to patients; 3) a doctor's therapeutic skillset was integral to patient confidence and comfort; and 4) patients appreciated verbal and non-verbal communication techniques. In each interview, the discussion about the video-recorded consultation often triggered reflections about previous consultations with the respective GP. For patients from low SES groups, positive consultation experiences were underpinned by perceived continuity of care with a specific GP who consistently showed good communication skills and key interpersonal characteristics. This research is a small step towards increasing our understanding of the experience of individuals from low SES backgrounds in primary care and the existing health inequities within this area.

Unpacking the language teaching belief-practice alignment among preschool teachers serving children from low-SES backgrounds

This multiple case study investigates early childhood language teaching belief-practices alignment using structured interviews and video recordings of classroom instruction from 12 preschool teachers serving children from low-income backgrounds in the U.S. By mapping researcher-observed instructional practices onto teacher-reported pedagogical beliefs, we identified three patterns of belief-practice misalignment (i.e., belief-knowledge misalignment; positive misalignment; and missed teaching opportunities). Results suggest that some preschool teachers implement language teaching strategies intuitively while lacking language teaching knowledge and pedagogies needed to optimize language environments in the classroom. Moreover, teacher-perceived language teaching challenges (e.g., behavior management) indicate potential moderators that may explain the belief-practice incongruence.

Personal agency among students from low socio-economic backgrounds: An examination of student profiles, perceived teaching support, and achievement

Personal academic agency—the thoughts, actions, and emotions that impact individual functioning at school—is central for academic success. On average, students from low socio-economic status (low-SES) backgrounds report lower levels of personal academic agency than their more advantaged peers, but there are also many who achieve academic success. Identifying different personal academic agency profiles among students from low-SES backgrounds may assist in targeting efforts to boost these factors within that population—and to identify students who are faring well, as well as those who might require additional support. This study examined five factors of personal academic agency (perceived competence, school belonging, perseverance, academic buoyancy, and conduct problems) among 20,125 secondary school students from low-SES backgrounds at 421 Australian schools. We identified profiles of students that vary in patterns of personal academic agency, and examined teaching support predictors and achievement differences associated with profile membership. Latent profile analysis revealed five student profiles: Vulnerable (9% of sample), Resigned (27%), Precarious (28%), Average (32%), and Flourishing (14%) profiles. Students’ perceptions of teaching support predicted membership in more adaptive profiles (i.e., Average and Flourishing profiles)—with the most consistent teaching support predictors being emotional support, classroom management, and instructional relevance. In addition, the Flourishing profile displayed the highest achievement.

The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender

Abstract This research explored the mediation of self-efficacy and moderation of gender between socioeconomic status (SES) and foreign language (FL) achievement. A total of 8,906 Chinese secondary students (50.7 % males) completed socioeconomic status (SES) questionnaire, English self-efficacy scale, English achievement test, and demographic questionnaire. Multilevel regression model showed that SES was positively associated with English achievement both at student and school levels. The multilevel mediation model demonstrated that English self-efficacy partially mediated the link between SES and English achievement only at student level, and the mediation effect accounted for 30 % of the total effect. Moreover, the link between SES and English achievement was moderately influenced by gender. Specifically, boys’ English achievement was more significantly impacted by SES compared to that of girls. These findings underscore a gender disparity in the impact of SES on FL achievement, advocating for targeted interventions specifically aimed at students from low-SES backgrounds, particularly males.

Unequal selves in the classroom: Nature, origins, and consequences of socioeconomic disparities in children's self-views.

Children from low socioeconomic status (SES) backgrounds often have more negative self-views than their peers. How are these self-views shaped by teacher-student interactions in the classroom, and what are the consequences of these self-views for achievement inequality? We present a developmental framework addressing these questions by bridging insights from the psychological, educational, and sociological literatures. We show that children from low-SES backgrounds perceive themselves as less intelligent, less able to grow their intelligence, less deserving, and less worthy, independent of their actual abilities and achievements. We demonstrate how negative intellectual stereotypes-expressed through daily interactions with teachers in classrooms, such as teachers' expectations, feedback, and attention-undercut the self-views of children from low-SES backgrounds. We also show how this process can be exacerbated by institutional and cultural values reflecting a belief in meritocracy (e.g., schools that encourage competition, emphasize raw ability, and attribute achievement inequality to intrinsic factors), which are common in countries with high income inequality and rigid between-school tracking. The ensuing more negative self-views introduce psychological barriers that undermine the academic achievement of children from low-SES backgrounds, thereby reinforcing achievement inequality. This represents an enormous loss of potential and perpetuates harm into adulthood. Socioeconomic disparities in self-views can emerge early in life and widen with age, underlining the need for developmental research and timely intervention. We discuss implications for studying the nature, origins, and consequences of socioeconomic disparities in self-views, and for designing interventions to reduce achievement inequality. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

46 Exploring Social Cognition Deficits Characterised by Impulsive Responding in Children

Objective:Theory suggests that symptoms of Attention-deficit Hyperactivity Disorder (ADHD; e.g., hyperactivity and impulsivity) may be associated with social cognition deficits characterised by fast but erroneous processing of social cues. Despite this, prior research has provided mixed evidence for (a) deficits in social cognition skills and (b) a link between such deficits and poor social outcomes among children with ADHD. We sought to clarify this ambiguity by (a) exploring variation in social cognition skills across a mixed clinical and normative population and (b) examining the demographic, clinical, and dimensional symptom profiles of children presenting with reduced social cognition skills characterised by fast but erroneous processing.Participants and Methods:Participants were children and adolescents (N = 1,097) aged 4–18 years (M = 9.02, SD = 2.72) assessed using the Paediatric Evaluation of Emotions Relationships and Socialisation (PEERS), a child-direct, ecologically sensitive measure of social cognition. Latent profile analysis of standardised social cognition scores and response times for incorrect encoding of social cues (error-response times) was used to identify social cognition profiles. Differences between each profile in terms of demographics, clinical profiles, symptom dimensions, and social outcomes were explored.Results:Four social cognition profiles were identified. Two profiles were identified as being of particular interest: one which captured typically developing children (TDC; n = 727), and another which was characterised by lower social cognition scores and faster error-response times (impulsive responding; n = 201). The remaining profiles captured the response styles of younger participants (n = 152) and children with more pervasive social cognition deficits (n = 17). Comparison of the two profiles of interest revealed a number of statistically significant differences (p < .05). Compared to the TDC group, the impulsive responding group had: higher SDQ scores for hyperactivity, conduct, emotional, and peer problems; lower IQ and prosocial scores, and; greater parent-perceived social function deficits. Children in this group were also more likely to be male and from a lower SES background. Clinically, 18% of children in the impulsive responding group had an ADHD diagnosis, and 14% had at lease one mental health diagnosis other than ADHD.Conclusions:A large minority of children (~18%) demonstrate social cognition deficits characterised by fast but erroneous processing of social cues. Although the explorative nature of this study does not allow conclusions to be made about the causes of such deficits, it is reasonable to conclude that they are not reducible to clinically significant symptoms of hyperactivity-impulsivity — less than 1/5 of the children in this group had an ADHD diagnosis, and 2/3 of children in this group had no mental health diagnosis at all. Child-direct tools designed to detect individual differences in social cognition skills may be beneficial in identifying individuals who will benefit from social support or interventions aimed at reducing social cognition deficits despite being missed by more traditional screening measures (e.g., clinical diagnoses). Future work should focus on understanding the causal relationships between symptoms of hyperactivity-impulsivity, fast but erroneous processing of social cues, social cognition skills, and social outcomes for this group of children.

A longitudinal study of school adjustment among children attending Reggio-inspired preschools

The goal of this study was to track the progress of Italian children at risk for school failure enrolled in preschools based on the Reggio-Emilia approach. Risk factors considered included family socioeconomic status (SES), child receptive language, and child gender. Participants were 211 children (Mage = 60.8 months, 116 girls) in Reggio-inspired preschools in Genoa, Italy. The sample was followed over six time points starting from the last year of preschool (ages 5–6 years) through the end of the second year of elementary school. We examined trajectories of school liking, teacher–child relationships, and teacher-rated language/mathematics. Trajectories of at-risk children were predominantly indistinguishable from those of the full sample. Children at risk because of lower SES and poorer receptive language (but not gender) were rated by teachers as more dependent than children not identified as at risk. Contrary to expectations, children of mothers from low-SES backgrounds liked school more than the rest of the sample.

Family income is not significantly associated with T1w/T2w ratio in the Human Connectome Project in Development.

Growing evidence indicates that brain development varies as a function of family socioeconomic status (SES). Numerous studies have demonstrated that children from low-SES backgrounds have thinner cortex than children from higher-SES backgrounds. A recent study in a large developmental sample found widespread associations between lower SES and greater cortical T1w/T2w ratio-thought to be an indirect proxy for cortical myelin. We evaluated the association of family income with cortical T1w/T2w ratio as a function of age in the Human Connectome Project in Development sample of 989 youth aged 8-21 years. We observed no associations between family income and T1w/T2w ratio that were significant after corrections for multiple comparisons at the region, network, or whole-brain level. Region of practical equivalence (ROPE) analyses were also consistent with the absence of an association between family income and T1w/T2w ratio. We discuss potential methodological sources of inconsistency between this and the previous study examining the same question. While the question of whether family income may influence cortical myelin development remains, these null results may indicate that the association between SES and cortical myelin development may not be as strong as with other aspects of brain structure.