AN INVESTIGATION TO ASSESS THE ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS AND THEIR PARENTS' SOCIOECONOMIC STATUS IN CHINA

Abstract

The purpose of this research is to examine how the socioeconomic status (SES) of Chinese parents affects their children's academic performance in college. Examining the effects of socioeconomic status, educational attainment, occupational status, and family history on college students' performance is the overarching goal of this study. A mixed-methods approach was used to gather data from a sample of parents and students at several Chinese institutions. Grade point averages collected quantitative data on academic performance, whereas indicators of socioeconomic position included things like family income, parental education level, and occupational type. To better understand how students feel their parents' socioeconomic status affects their academic performance, qualitative interviews were carried out. Students from more affluent families tend to do better in school, and the results show that parental education level and family wealth are strong predictors of student success. The research also emphasizes the importance of financial and emotional support from parents in affecting academic performance. These findings point to the importance of other variables, such as intrinsic drive and institutional support, in addition to socioeconomic position, in determining academic achievement. Offering policy implications for tackling educational inequality and aiding students from disadvantaged families in China's higher education system, the research adds to the knowledge of the junction between family background and educational success.